Thematische Bibliographien / Multicultural perspective

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Auswahl der wissenschaftlichen Literatur zum Thema „Multicultural perspective“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 20. Februar 2023

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Zeitschriftenartikel zum Thema "Multicultural perspective"

Rodriguez, Amardo. „Reimagining Diversity: Moving from A Multicultural Perspective to An Ecological Perspective“. Tamara. Journal for Critical Organization Inquiry 18 (15.09.2020): 12–29. http://dx.doi.org/10.7206/tamara.1532-5555.6.

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Thompson, Aaron, Bron B. Ingoldsby und Suzanna Smith. „Families in Multicultural Perspective“. Family Relations 45, Nr. 3 (Juli 1996): 353. http://dx.doi.org/10.2307/585513.

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Schneider, Dona. „Families in multicultural perspective“. Social Science & Medicine 42, Nr. 12 (Juni 1996): 1747–48. http://dx.doi.org/10.1016/0277-9536(96)83461-7.

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Basit, Abdul. „Multicultural Counseling in Islamic Perspective“. KONSELING RELIGI Jurnal Bimbingan Konseling Islam 11, Nr. 1 (29.06.2020): 113. http://dx.doi.org/10.21043/kr.v11i1.6435.

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<p>In this globalization and information era, the role of multicultural counseling is very urgent for the community. Given the cultural exchange between one country and another country is so massive. If a counselor only focuses on the client's person without regard to the cultural factors influence it, then the process of implementing counseling can cause bias and ineffective. In its historical development, the theory and practice of multicultural counseling is still dominated by multicultural counseling originating from the West. Meanwhile, Indonesia is a country where the majority of the population is Muslim and in terms of culture differs from rational, individualist, and materialist of Western cultures. Therefore, this paper describes multicultural counseling in an Islamic perspective as an alternative to the development of multicultural counseling in Indonesia. The different human concepts, cultures, and values developed by Islam form the basic foundation in the multicultural counseling process. From this basic difference, the author further explains the competence and practice of multicultural counseling in Islam, especially in Indonesia. In obtaining the comprehensive data, the authors conducted a qualitative study by taking data sources derived from the al-Qur'an, al-Hadith, and the results of the thinking of Muslim scientists related to multicultural counseling.</p>

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Hadiwijaya, Munawwir, und Adi Adi. „The Implementation of Multicultural Based Learning in Reducing Intolerance Attitudes among Students“. Journal of English Teaching, Literature, and Applied Linguistics 2, Nr. 2 (18.10.2018): 19. http://dx.doi.org/10.30587/jetlal.v2i2.625.

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The purpose of this study is to determine the effectiveness of multicultural based learning with Multiple Perspectives Approach in suppressing intolerance among students. The result shows that there is a significant influence of multicultural learning models with multiple perspective approaches to students’ tolerance levels: 4.56 (control) and 6.28 (experimental). The tolerance level of students after applying multicultural based learning methods with multiple perspective approaches is better (X_A1n = 6.76) compared to the tolerance level of students using conventional learning methods (X_A2 = 4.11). The students’ four values emphasized on the implementation of multicultural based learning methods are increased.

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Gallimore, Desirée P. M. „Multiculturalism and Students with Visual Impairments in New South Wales, Australia“. Journal of Visual Impairment & Blindness 99, Nr. 6 (Juni 2005): 345–54. http://dx.doi.org/10.1177/0145482x0509900604.

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This study found that a large number of students with visual impairments in public and private schools in New South Wales come from culturally diverse backgrounds, that teacher training does not incorporate multicultural perspectives, and that instructors and itinerant vision teachers lack knowledge and skills to teach from a multicultural perspective. Recommendations are provided to guide the inclusion of multicultural perspectives in teacher preparation programs and teachers’ practices.

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Mishra, Sreelekha, und C. Bharath Kumar. „Understanding Diversity: A Multicultural Perspective“. IOSR Journal of Humanities and Social Science 19, Nr. 9 (2014): 62–66. http://dx.doi.org/10.9790/0837-19946266.

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Estrada, Ana Ulloa, und Penny Haney. „Genograms in a Multicultural Perspective“. Journal of Family Psychotherapy 9, Nr. 2 (22.06.1998): 55–62. http://dx.doi.org/10.1300/j085v09n02_05.

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Sherraden, Margaret, und Ulma Segal. „Child welfare services: Multicultural perspective“. Children and Youth Services Review 16, Nr. 1-2 (Januar 1994): 137–39. http://dx.doi.org/10.1016/0190-7409(94)90021-3.

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Salyers, Kathleen M., und Martin H. Ritchie. „Multicultural Counseling: An Appalachian Perspective“. Journal of Multicultural Counseling and Development 34, Nr. 3 (Juli 2006): 130–42. http://dx.doi.org/10.1002/j.2161-1912.2006.tb00033.x.

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Dissertationen zum Thema "Multicultural perspective"

Hall, Douglas Alan, University of Western Sydney, of Arts Education and Social Sciences College und of Communication Design and Media School. „Intercultural communication: a multicultural perspective“. THESIS_CAESS_CDM_Hall_D.xml, 2005. http://handle.uws.edu.au:8081/1959.7/515.

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Intercultural communication theory and research have largely been based on the assumption that dealing with cultural differences is the key element in intercultural encounters. This is applied particularly to encounters between people from different societies, either where a participant is visiting another country, or where that participant has recently migrated. Encounters between people who, though culturally different, live permanently together in the same society however, are not necessarily the same as encounters between people from different societies. In the light of this, intercultural communication theory should be reviewed and developed to better conceptualise the nature of intercultural interaction as it occurs within the same (multicultural) society. Such a review requires a framing of intercultural communication episodes within a broader social perspective, a more thorough investigation of the relationship of homogeneity and heterogeneity as it affects intercultural interaction and a greater focus how communication processes help to create culture as well as how they are influenced by culture. An organising model for the multicultural perspective is therefore proposed based on three key elements. First it incorporates a system approach that recognises influences on communication, the interactive process and the outcomes of that process. Second, it incorporates a three-tiered approach that recognises the role played by structural processes in establishing the character of the society, the general patterns of interaction that emerge from these structural processes and the individual application of these processes in communicative episodes. Third, it incorporates a recognition of the interplay of centripetal and centrifugal forces at each of these levels and the range of intercultural possibilities that this raises. The organising model is then used to analyse intercultural interactions across four focuses: meaning, social relations, identity and behaviour
Doctor of Philosophy (PhD)

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Yokota-Adachi, Hiroko. „Beliefs concerning school and learning, a multicultural perspective“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0002/NQ41352.pdf.

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Mullins, Lorie. „The Effects of Multicultural Diversity Training on the Development of a Multicultural Perspective in Preservice Teachers“. TopSCHOLAR®, 1998. http://digitalcommons.wku.edu/theses/271.

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The purpose of the present study was to investigate the effects of a multicultural diversity workshop in helping preservice teachers to develop a multicultural perspective and to determine whether any significant differences existed for the preservice teachers in terms of their gender, age, geographic background, and preferred teaching level. Participants were 216 preservice teachers enrolled in an educational psychology course at Western Kentucky University in Bowling Green, Kentucky. A repeated-measures design was used to determine if significant changes had occurred as a result of the preservice teachers' attendance of a multicultural diversity workshop. The method of assessment involved four composite scales developed from a pre- and post-survey about diversity issues. The results of the present study indicated that, after attending the workshop, preservice teachers demonstrated positive changes in their awareness of discrimination, interaction with diverse groups, and comfort level with diverse others. Some significant differences for the preservice teacher demographics of age, geographic background, and preferred teaching level were also discovered. Implications for further research are discussed.

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Åman, Anna, und Gabriella Ahlbom. „Empowerment in a multicultural organization : The perception of empowerment from a multicultural and oraganizational level perspective“. Thesis, KTH, Industriell ekonomi och organisation (Inst.), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-123982.

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During the last decades, corporations have become more multinational, and the concept of employee empowerment has become one of the largest management trends within organizations. Managers need to be flexible when working with multicultural employees and understand that practices are perceived differently depending on the national culture and organizational level. Today relatively little research has focused on empowerment from a multicultural perspective. Thus, the purpose of this thesis is to examine how empowerment is perceived in a multicultural company, by analyzing the perceptions of the employees with different backgrounds and positions in a single firm setting. In addition, this thesis strives to study how empowerment can be reinforced in order to overcome cultural and organizational differences. This was examined through a case study at a fast-moving consumer goods (FMCG) organization in Sweden. Semi-structured interviews were held to obtain an in-depth understanding, while a survey was designed to support the interviews and to get a general picture of the organization. For the analysis, the respondents were divided into different categories, based on nationality and organizational level. The results indicated that the employees had an overall positive attitude towards empowerment in the case company, and that there is a relationship between the perception of empowerment and nationality. It also suggested that the perception of empowerment diverges between the levels of a multicultural organization, where subordinates, lower managers and top managers experience situations differently. In addition, the results indicated that the organizational culture should be utilized in order to overcome the cultural and organizational differences in a multicultural organization, through recognizing and solving the main problems that could affect the perception of empowerment. Particularly through maintaining good communication, which is vital in terms of empowerment, it is possible to strengthen the organizational culture. This in turn could reinforce the employee empowerment, as aspects that positively affect this concept could be encouraged through the organizational culture.
Under de senaste decennierna har företag blivit allt mer multinationella, medan konceptet empowerment har blivit en av de största management-trenderna inom företagsvärlden. Managers behöver vara mer flexibla när de arbetar med en multikulturell arbetsstyrka, samt ha en förståelse för att olika arbetstekniker kan upplevas annorlunda beroende på nationell bakgrund och position i företaget. Idag har relativt lite forskning gjorts inom området empowerment från ett multikulturellt perspektiv. Därför är syftet med detta examensarbete att undersöka hur empowerment upplevs i ett multikulturellt företag, genom att analysera uppfattningarna från anställda med olika bakgrunder och positioner. Dessutom strävar detta arbete efter att undersöka hur empowerment kan förstärkas för att överkomma kulturella och organisatoriska skillnader. För att studera detta har en fallstudie gjorts på ett företag inom snabbrörliga konsumtionsvaror (FMCG) i Sverige. Semi-strukturerade intervjuer genomfördes för att nå en fördjupad förståelse, medan en enkät designades för att stödja resultaten från intervjuerna och för att få en generell bild av företaget. För analysen delades respondenterna upp i olika kategorier, baserat på nationalitet och organisatorisk nivå. Resultaten på fallstudieföretaget indikerade att de anställda hade en övergripande positiv syn på empowerment och att det finns ett förhållande mellan upplevelsen av empowerment och nationell bakgrund. Vidare föreslog resultaten att synen av empowerment tenderar att skilja sig mellan olika nivåer på ett multikulturellt företag, då underanställda och managers på lägre och högre uppsatta positioner upplever situationer olika. Dessutom visade resultaten att den organisatoriska kulturen på ett företag kan utnyttjas för att överkomma kulturella och organisatoriska skillnader, genom att identifiera och lösa de största problemen som kan påverka uppfattningen av empowerment. Det är speciellt möjligt att stärka den organisatoriska kulturen genom att upprätthålla en bra kommunikation, vilket är vitalt inom empowerment. Vidare kan känslan av empowerment förstärkas genom den organisatoriska kulturen genom att uppmuntra de gemensamma värderingar som påverkar konceptet.

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Kiefer, Dagmar. „Multicultural work in five United Nations organisations an Austrian perspective“. Frankfurt, M. Berlin Bern Bruxelles New York, NY Oxford Wien Lang, 2008. http://d-nb.info/995465592/04.

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Kocacenk, Serap. „Women’s perception of how female negotiators are different – a multicultural perspective“. Thesis, Kristianstad University College, School of Health and Society, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-4764.

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The purpose of this study was to examine gender role differences in negotiations in China, Italy, Sweden and Turkey. The theoretical frame was derived through research within social sciences; business, psychology and social studies. The empirical study was conducted through a webbased survey in Italy, Sweden and Turkey. Women’s perceptions of gender roles in negotiations were studied and the consistency with the chosen theories was tested. The results for China were based on secondary data. The analysis clearly identifies gender role differences in negotiations as well as cultural differences between the chosen countries. Findings show that female negotiators should imitate key characteristics preferred in the studied cultures, to gain power and be accepted as equal negotiators.

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Yilmaz, Funda Gunay Thomas Chippewa Marimarta Stadler Holly A. „Exploring themes in multicultural counseling movement through the perspective of flow theory“. Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Counselor_Education/Thesis/Yilmaz_Funda_15.pdf.

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Balius, Planelles Andreu. „Arabic type from a multicultural perspective : multi-script Latin-Arabic type design“. Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/355433/.

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Multiculturalism constitutes a mixture of expressions where languages are fundamental, not only as the vehicular form of thought, but also as a powerful tool for social cohesion and relationships within a community. Languages are often the first barrier encountered when communicating or relating to other culture. Whereas, typography can provide valid solutions, not only in terms of text layout but also regarding the specific aspects of multilingualism: the design of glyphs for multilingual text composition. Type design is at the core of how communication takes place in our multicultural society. As multilingual communication becomes more apparent, the need for multi-script fonts including more than a single script is unquestionable. This practice-based research focuses on the designing of a multi script Latin-Arabic typeface for literary reading text purposes based on an understanding of Arabic script in order for the result obtained to be respectful of the tradition of Arabic calligraphy. The approach to Arabic has been carried out taking into account the Spanish Arabic tradition from a study on the Arabic types which were designed and in use in Spain during the Printing Press years. The methodology proposed tries to complete every stage in the work process, from sketching to final font production, with the aim of harmonising both Latin and Arabic scripts in the same font file: Pradell Al-Andalus. Pradell Al-Andalus, although not designed to be a revival of any specific Arabic Spanish typeface, establishes a link with Spanish type History in order to build a bridge between tradition and our contemporary multilingual needs.

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Lee, Chang Young. „Married migrant women living within Korean multicultural families : a pastoral narrative perspective“. Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/40206.

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This research seeks to adopt a post-foundationalist practical theology paradigm, as discussed by J C Müller, in order to create a bridge between the three concepts of the pastoral care perspective, the narrative perspective based on social-constructionism and post-foundationalism. Furthermore, I made use of Müller’s seven movements of methodology which laid a strong foundation to base my research on regarding married migrant women living within Korean multicultural families. Korean society which is a homogeneous culture is currently facing many challenges as a result of becoming more and more multicultural. These multicultural issues are becoming major social and political issues in South Korea. The main reason that South Korean society has become more multicultural is because of intercultural marriages which have also resulted in an increase in multicultural families. These migrant women are faced with many kinds of discrimination and prejudice as a result of their different appearance, culture and language. Furthermore, Korean culture often deprives women of having any position above men especially once they are married. After being married a woman should become invisible, voiceless, and nameless in order to become culturally acceptable. This often results in a migrant woman feeling stressed, fearful, isolated and alone which often results in the development of a low self-esteem, a lack of self-confidence and a low self-image. In my research, I sought to listen to and identify the stories of migrant women, namely foreign women who have married Korean men with a focus on the impact on their identities within a Korean multicultural family through a narrative perspective in order to have a positive growth and outcome from their intercultural differences within South Korea. I decided to view my co-researchers not as co-researchers but as companions on a journey which we could undertake together. The use of the metaphors ‘journey’ and ‘companions’ seemed to give my companions the freedom to speak more openly and placed us on an equal level. Furthermore, I not only discovered my companions’ identities through their own stories, but also developed my companions’ true identities/multi-identities through the broader, inter-relational stories of other people within multicultural communities through a six step process of Listening to the voice, Gaining voice, Giving voice, Finding alternative voice, Retelling voice and Creating future voice. I made use of the narrative approach in order to listen to my companions so that a unity would exist between their past, present and future stories. As I listened to the stories of my companions from a narrative perspective new possibilities were opened which lead to alternative and future stories. Furthermore, my companions were given the opportunity to find themselves and make new identities on the real journey of life. Through the process of my research I also developed a multicultural identity model specifically for married migrant women in South Korea, but ultimately the purpose of my research was not to show or develop a multicultural identity model regarding migrant women, but was more to help these migrant women find their identities themselves and in this become self-empowered to become contributors to Korean society.
Thesis (PhD)--University of Pretoria, 2014.
gm2014
Practical Theology
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Nigutova, Svatava. „Knowledge Construction in Multicultural Reading Projects“. Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-27126.

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This paper researches the theoretical background needed for the implementation of literary texts with multicultural themes for use in EFL courses in Sweden and it offers several concrete didactical solutions for multicultural reading. The theory of multicultural education by J. A. Banks is presented with focus on the dimension of knowledge construction. The processes that are examined are the learning processes in the zone of proximal development by Vygotsky (1986), the concept of scaffolding by Woods, Bruner & Ross (1976) and the process of perspective-taking by Thein & Sloan (2013). These processes each employ a three-step sequence that moves students from their existing knowledge to new knowledge and revised personal opinions. The teacher’s role is to provide support during the learning process. The second part of the paper suggests different activities for the multicultural reading of a novel, used to make the process of multicultural knowledge construction and scaffolding visible. Teacher support includes text reduction, book discussion and language analysis. Discussion points found in Love Medicine start with revising the stereotypical images, discovering how personal experience influences knowledge or how ethnicity influences professional career choices. When teachers and students read literary texts with multicultural themes, students’ racial prejudice can be reduced (Banks 2004) and their ethical attitudes become more open (Thein & Sloan 2013). The literary work chosen for framing in the theory is Love Medicine by Louise Erdrich. The paper ends with a reflection over the limitations of multicultural reading projects.

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Bücher zum Thema "Multicultural perspective"

B, Ingoldsby Bron, und Smith Suzanna D, Hrsg. Families in multicultural perspective. New York: Guilford Press, 1995.

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Helen, Roberts, Hrsg. Teaching from a multicultural perspective. Thousand Oaks [Calif.]: Sage Publications, 1994.

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Ramos, Angel. NMIP Multicultural Interpreter Issues from the Deaf Multicultural Perspective. S.l: National Multicultural Interpreter Project (NMIP), 2000.

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Duncan, C. G. Pastoral care: An antiracist/multicultural perspective. Oxford: Basil Blackwell, 1988.

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Ivey, Allen E. Counseling and psychotherapy: A multicultural perspective. 4. Aufl. Boston: Allyn and Bacon, 1997.

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Ivey, Allen E. Counseling and psychotherapy: A multicultural perspective. 4. Aufl. Boston: Allyn and Bacon, 1997.

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B, Kar Snehendu, Hrsg. Substance abuse prevention: A multicultural perspective. Amityville, NY: Baywood, 1999.

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Early childhood development: A multicultural perspective. 5. Aufl. Upper Saddle River, N.J: Pearson Merrill Prentice Hall, 2008.

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Health in America: A multicultural perspective. Boston, Mass: Allyn and Bacon, 1999.

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Early childhood development: A multicultural perspective. 2. Aufl. Upper Saddle River, N.J: Merrill, 2000.

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Buchteile zum Thema "Multicultural perspective"

Hardy, Kenneth V. „The Multicultural Relational Perspective“. In Promoting Cultural Sensitivity in Supervision, 118–32. First Edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315225791-19.

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Ford, Donna Y. „Counseling Students From a Multicultural Perspective“. In Multicultural Gifted Education, 209–46. 2. Aufl. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236788-8.

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Ford, Donna Y. „Research and Evaluation From a Multicultural Perspective“. In Multicultural Gifted Education, 265–78. 2. Aufl. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236788-10.

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Parekh, Bhikhu. „A Multicultural Perspective on Secularism“. In Ethnocentric Political Theory, 203–19. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11708-5_12.

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Suzuki, Lisa A., Mineko Anne Onoue und Jill S. Hill. „Clinical assessment: A multicultural perspective.“ In APA handbook of testing and assessment in psychology, Vol. 2: Testing and assessment in clinical and counseling psychology., 193–212. Washington: American Psychological Association, 2013. http://dx.doi.org/10.1037/14048-012.

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Teo, Terri-Anne. „Multicultural Citizenship in Singapore“. In Assessing Multiculturalism in Global Comparative Perspective, 60–80. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003197485-6.

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Cha, Yun-Kyung, Jagdish Gundara, Seung-Hwan Ham und Moosung Lee. „Epilogue: Toward a Glocal Perspective“. In Multicultural Education in Glocal Perspectives, 215–18. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2222-7_15.

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Pratyusha, Peter, und Anita Deshpande. „Immigrants and Refugees : A Contextual Counseling Perspective“. In Handbook of Multicultural Counseling, 375–84. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc, 2017. http://dx.doi.org/10.4135/9781506304458.n36.

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Balakrishnan, Vishalache. „Citizenship education from a multicultural perspective“. In Routledge International Handbook of Schools and Schooling in Asia, 621–28. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: The Routledge international handbook series: Routledge, 2018. http://dx.doi.org/10.4324/9781315694382-58.

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Dijkstra, Katinka. „Cultural Values in a Multicultural Perspective“. In The Search for a New Alphabet, 67. Amsterdam: John Benjamins Publishing Company, 1996. http://dx.doi.org/10.1075/z.76.15dij.

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Konferenzberichte zum Thema "Multicultural perspective"

Prabowo, Alfian Dewan Adhayuda, und Hamim Ilyas. „Multicultural Education in Islamic Perspective“. In International Conference on Economics, Business, Social, and Humanities (ICEBSH 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210805.060.

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Adiputra, Sofwan, und Mujiyati Mujiyati. „Multicultural Counseling in Cultural Perspective Indonesia“. In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007044205440549.

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Bigrigg, Michael W., und Karen J. Filipski. „Teaching a multicultural perspective in software engineering“. In 2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4418152.

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Gabelica, Catherine. „Revisiting Team Feedback Theories From a Multicultural Perspective“. In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1572208.

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Pessl, Gabriele. „Early School leaving in Biographical and Discourse Perspective“. In Culture and Education: Social Transformations and Multicultural Communication. RUDN University Press, 2019. http://dx.doi.org/10.22363/09669-2019-283-289.

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Alexandrache, Carmen. „SERVICE LEARNING AS A MULTICULTURAL INCLUSIVE LEARNING – METHODOLOGICAL PERSPECTIVE“. In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.2211.

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Cozma, Mihaela. „On the multicultural character of restaurant menus: a translational perspective“. In International Conference on Onomastics “Name and Naming”. Editura Mega, 2022. http://dx.doi.org/10.30816/iconn5/2019/50.

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Starting from the reality that, in today’s globalized world, people have easy access to a wide range of cuisines from different cultures, the present paper discusses the multicultural nature of the menus offered by the Romanian restaurants, and especially by those specific to the Banat region, with the ultimate purpose of analysing the way in which food names of various origins are rendered in the English variants of these menus. The results of this analysis are relevant for the manner in which the various culture-specific features of restaurant menus are handled in the process of translation into a foreign language.

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Li, Minghui. „Cultivation Strategy on College Students' Socialist Core Values in Multicultural Perspective“. In 2016 International Conference on Education, Sports, Arts and Management Engineering. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icesame-16.2016.268.

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Vasilyeva, Elmira Raisovna. „Role Of Multicultural Education In Institutions Of Higher Learning: Global Perspective“. In International Forum «Freedom and responsibility in pivotal times». European Publisher, 2022. http://dx.doi.org/10.15405/epsbs.2022.03.125.

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Colciar, Rozalia. „First names in Feleacu village (Cluj county) from a multicultural perspective“. In International Conference on Onomastics “Name and Naming”. Editura Mega, 2022. http://dx.doi.org/10.30816/iconn5/2019/5.

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This paper aims at analysing first names in Feleacu, an old Romanian village near the city of Cluj-Napoca, from the perspective of multiculturalism. Being a link between tradition and modernity, first names reflect individual experiences, as well as historical and multicultural influences. There are religious and profane first names illustrating different etymological influences, inherited from Latin, imported from Slavic or Romance languages, and created in Romanian from autochthonous lexical forms. Although the influence of the school, the media and the West is strong, especially after 1989, the trend in giving first names is constant, because Feleacu is a conservative village as compared to other areas in Transylvania.

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Berichte der Organisationen zum Thema "Multicultural perspective"

Rentsch, Joan R., Allison Gunderson, Gerald F. Goodwin und Allison Abbe. Conceptualizing Multicultural Perspective Taking Skills. Fort Belvoir, VA: Defense Technical Information Center, November 2007. http://dx.doi.org/10.21236/ada475097.

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Arroyo-Almaraz, Isidoro, und Cliff Van-Wyk. Multicultural Marketing in Spain; perspectives on communications directed at immigrant population groups. Revista Latina de Comunicación Social, 2011. http://dx.doi.org/10.4185/rlcs-66-2011-942-482-504-en.

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Romova, Zina, und Martin Andrew. Embedding Learning for Future and Imagined Communities in Portfolio Assessment. Unitec ePress, September 2015. http://dx.doi.org/10.34074/rsrp.42015.

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In tertiary contexts where adults study writing for future academic purposes, teaching and learning via portfolio provides them with multiple opportunities to create and recreate texts characteristic of their future and imagined discourse communities. This paper discusses the value of portfolios as vehicles for rehearsing membership of what Benedict Anderson (1983) called “imagined communities”, a concept applied by such scholars as Yasuko Kanno and Bonny Norton (2003). Portfolios can achieve this process of apprenticeship to a specialist discourse through reproducing texts similar to the authentic artefacts of those discourse communities (Flowerdew, 2000; Hyland, 2003, 2004). We consider the value of multi-drafting, where learners reflect on the learning of a text type characteristic of the students’ future imagined community. We explore Hamp-Lyons and Condon’s belief (2000) that portfolios “critically engage students and teachers in continual discussion, analysis and evaluation of their processes and progress as writers, as reflected in multiple written products” (p.15). Introduced by a discussion of how theoretical perspectives on learning and assessing writing engage with portfolio production, the study presented here outlines a situated pedagogical approach, where students report on their improvement across three portfolio drafts and assess their learning reflectively. A multicultural group of 41 learners enrolled in the degree-level course Academic Writing [AW] at a tertiary institution in New Zealand took part in a study reflecting on this approach to building awareness of one’s own writing. Focus group interviews with a researcher at the final stage of the programme provided qualitative data, which was transcribed and analysed using textual analysis methods (Ryan and Bernard, 2003). Students identified a range of advantages of teaching and learning AW by portfolio. One of the identified benefits was that the selected text types within the programme were perceived as useful to the students’ immediate futures. This careful choice of target genre was reflected in the overall value of the programme for these learners.

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