Dissertationen: „Multicultural perspective“

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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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3

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
unrestricted

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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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Nyarambi, Arnold. „The Necessity of Culturally Relevant Teaching and Culturally Responsive Behavior Management. A Multicultural Perspective“. Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/8231.

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Ramos-Rios, Reta R. „A study to assess motivational factors in pursuing higher education : a multicultural perspective /“. Full text available online, 2004. http://www.lib.rowan.edu/find/theses.

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Karlsson, Madeleine, und Tove Jansson. „”Multiculture is not a problem, but the diverse backgrounds are” : A study about five teachers’ thoughts about multicultural teaching in a gouvernmental school in Banaras“. Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-39792.

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This study focuses on multiculture from a teacher's point of view. Five teachers, all working in a governmental school in Banaras were interviewed about their thoughts on multiculture and how they act in the classroom. The question formulations are the following: How do the teachers in a governmental school in Banaras approach and work with the religious diversity that exists in the classroom? In what ways are the teachers in a governmental school in Banaras observing and working with the students’ different culture? What are the thoughts about teaching and school situations with students from different socioeconomic backgrounds among teachers who work in a governmental school in Banaras? The theory in this study is an intercultural perspective which we used by using multicultural learning, culture and language. The conclusion is that the teachers are working in a inclusive way in a diverse school in Banaras, India.

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Vaccari, Beatrice, und Roshan Jamkatel. „Communication in Multicultural IT Project Teams : A Qualitative Study from a Project Management Perspective“. Thesis, Linköpings universitet, Företagsekonomi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-166040.

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This study aims at exploring the ways project managers can communicate within a multicultural team in an IT project. The purpose is to make the project process understandable and to ensure that the instructions are perceived by everyone in the same way, regardless of their cultural differences. A qualitative study has been conducted to gain more insights from both IT project managers and team members working in Finland, France, Italy, Uganda, and the USA. The empirical findings allowed the authors to gather enough information to present a set of skills that will help project managers develop their communication abilities when working with multicultural teams in IT projects. The majority of competencies found to be useful are soft skills related to interpersonal communication and their implications for team dynamics: empathy, clarity of thought, respect and responsibility, cultural awareness, and multicultural leadership. The findings contribute to both confirming existing theories and providing new information that could be implemented in academic articles, especially concerning skills useful to project managers.

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Fitzpatrick, Kelley Denise. „The Use of Global Issues in A University ESL Classroom: The Students' Perspective“. PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4736.

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There is increasing interest on the part of ESL educators in the inclusion of contemporary, global issues in their classrooms. Theory about content-based ESL, as well as trends in education, generally, lend support to such enthusiasm. However, ESL educators may be erroneously assuming that their interest in this material is shared by their students. Global issues can also be controversial. Their inclusion in the classroom has the potential to create an uncomfortable, and therefore ineffective, learning atmosphere in a multicultural ESL setting. This qualitative case study examined the use of global issues as the content material in a university-based ESL advanced listening/ speaking class, from the perspective of ten students. A variety of data-gathering methods were employed: direct observation of whole-class sessions; observation and audio-recordings of small-group discussions; tape-recorded journals created by the subjects; audio-recordings of two interviews conducted with each subject. The study focused on three areas: awareness of/interest in global issues developed by the subjects while in their home countries; background experiences and interest in critical analysis developed by the subjects prior to the study; possible changes experienced by the subjects, both in comfort and interest in using global issues in the ESL classroom, during the study. The results indicate that the majority of the subjects entered the classroom with some exposure to several specific global issues. Most had little experience in analyzing the issues using the type of critical analysis common to American academic settings. Initially, most felt hesitant about publicly expressing opinions regarding controversial issues; this reluctance was alleviated by the end of the term. Interest in the material also increased for most subjects during the term. The primary difficulties were found to be related less to global issues and more to the activities performed while working with the subject matter. The study concludes that global issues may be better- suited to classroom activities requiring less public expression of individual ideas and opinions. It also recommends training for ESL educators in intercultural conflict resolution, to enable them to facilitate effective classroom discussion of controversial issues.

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Ozbarlas, Yesim. „Perspective on Multicultural Education: Case Studies of a German and an American Female Minority Teacher“. unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-04232008-125014/.

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Thesis (Ph. D.)--Georgia State University, 2008.
Title from file title page. Mary Ariail, committee chair; Peggy Albers, Amy Flint, Stephanie Lindemann, committee members. Electronic text (373 p.) : digital, PDF file. Description based on contents viewed July 7, 2008. Includes bibliographical references (p. 351-365).

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Ciccarello, Nicholas A. „Educating without borders the influence of international cross-cultural experiences on teaching with a global perspective in higher education /“. Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=74.

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Thesis (Ed. D.)--West Virginia University, 2004.
Title from document title page. Document formatted into pages; contains vii, 153 p. Includes abstract. Includes bibliographical references (p. 141-150).

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Alexander, Wayne Don. „Dealing with diversity in the classroom : a teacher's perspective“. Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1973.

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Thesis (DTech (Education))--Cape Peninsula University of Technology, 2009
This study explores how fifty primary school teachers in the Cape Peninsula, South Africa understand the concept diversity and how they indicate that they manage diversity in their classrooms. The study locates the discussion on diversity and classroom practice within the context of socio-political change in South Africa. Classrooms in South Africa today encompass an array of races, languages, traditions, belief systems and religions. This reflects a shift from the apartheid past where leamer populations were more homogenous. With this shift in leamer demography, teachers face multiple and complex issues that may challenge many of their educational practices and assumptions. The key theoretical concepts underpinning this study were those of critical pedagogy and critical multiculturalism. These concepts were deemed appropriate because of the location of the study within a framework of social justice. Qualitative research was employed in the collection of the data. Teachers' understanding of diversity and their accounts of how they manage diversity were explored through questionnaires, interviews and a focus group discussion. The study showed that diversity was understood by the teachers in the study as an all-encompassing concept underscored by notions of social justice, multiculturalism and leaming styles. The study drew attention to the interconnectedness of race, socio-economic factors, language, religion, learning styles and resources as the main issues that teachers confront in the classrooms. These issues are common across the former racially-based departments of education; however different social conditions led to different issues being prioritized by the teachers. Teachers acknowledged the importance and need to incorporate diversity issues into their learning areas and daily classroom practice to improve the life chances of learners. They indicated that, despite policy changes supporting diversity education, they had not been formally prepared for their new roles. On the whole, they managed diversity through multiculturalism, social activities, assimilation and a caring approach.

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Avery, Quinn. „Student absenteeism: An American Indian/Native American community perspective“. Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282330.

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Boloz and Lincoln (1983) conducted an intervention study concerning Native American student absences in the public schools in a rural setting. There is little known about Native American student absences in the public school in metropolitan areas. To address this issue, a qualitative study was conducted with the community members from an American Indian community in a metropolitan area. This community was chosen as a result of a pilot study that indicated there may be reasons for student absences not previously identified. The present research (a) documented the parents' and community members' understanding of student absenteeism in an American Indian community, (b) explored parents' and community members' values regarding school attendance in light of the values in the American Indian community, (c) examined the local district policy regarding absenteeism, (d) explored the congruence/incongruence of the local district policy with the family values in the American Indian community, and (e) explored collaborative problem solving directions the school district and community could consider. Nineteen people were interviewed. All had different positions within the community, including tribal administration, school personnel, parents and relatives of school children. Many interviewees functioned in more than one capacity such as tribal administrator and parent. Individual interviews and focus group sessions were analyzed using themes and categorical analysis to discern the community attitudes toward student absenteeism in the public schools. The study revealed that community members all valued education and school attendance. There were differences among people regarding their understanding of excused or unexcused absences. Parents and community members defined what they felt were responsibilities for themselves, school personnel, and tribal administration. School district policy defined student absences by using a coding system, yet parents and community members defined student absences in terms of family needs not district policy (e.g., there were many interpretations of what constituted illness). Parents and community members preferred to deal with school personnel on an individual basis although they expressed discomfort entering the schools. Several recommendations were made, based on parent and community member comments, for further dialogue among the parents, tribal administration, community members, school personnel, and district administration. Neither the American Indian community nor the school district were identified in this study to maintain anonymity for the American Indian people involved.

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Chen, Pi-yun. „The promotion of native cultural education in Taiwan seeing from a multicultural perspective : issues and controversies“. Thesis, University of York, 1999. http://etheses.whiterose.ac.uk/10881/.

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Cochise, Acacia. „Multi-Perspective, Culturally Responsive Students Within Experiential Education Paradigms: A Case Study of Select Programmes in Samoa“. Thesis, University of Canterbury. Macmillan Brown Centre for Pacific Studies, 2013. http://hdl.handle.net/10092/8200.

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The following study was conducted over 21 months in the South Pacific. I served as Academic Coordinator for World Learning’s SIT’s Study Abroad program in Samoa for three semesters. While overseeing independent study projects, facilitating working relationships, and promoting cross-cultural communication among the American and Pacific Islander/Samoan tertiary students, I concluded that -- through cultural immersion, experiential education and deliberate, academically fostered communication and discussion both Western and Indigenous identities are capable of converging to better mutual and lasting understanding. I spent ten months in Samoa completing my field research and five months in New Zealand completing my library research. Over the course of three academic semesters, this study evolved through my volunteer work with the group Rotaract Samoa, my research and teaching experiences with an experiential education programme, and indirectly incorporating 36 American students from various US tertiary institutions participating in the SIT Study Abroad’s Pacific Communities and Social Change semester in Samoa, and over 120 Pacific Island students and staff on the University of the South Pacific (USP) campus in Alafua, Samoa. Encouraging American students to foster relationships with indigenous peoples offered insights into the process and progress of the students’ shared interactions. Students were uncomfortable and awkward in their initial associations, however, over time, through the program’s immersion techniques, the students learned valuable lessons, about Samoan culture and themselves as human beings. I found the use of experiential education programmes and convergence methodology in multicultural learning environments ultimately promoted multi-perspective, culturally responsive student development. I collected my data through interviews, participant-observations, surveys, questionnaires, volunteering and teaching. I analysed my data using a self-reflexive anthropological perspective.

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Alraheli, Arwa. „Negotiating Religious Diversity| A Qualitative Inquiry of the Perspective and Experiences of Muslim Parents in Southern California“. Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10840831.

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There is an abundance of research concerning diversity issues in American classrooms. However, researchers have not provided enough attention to religious goals of Muslim parents and their experiences with educational institutions. For this qualitative study, the researcher interviewed 15 Muslim parents, eight females and seven males, to explore how participants’ experiences and expectations influence the way they negotiate their religious needs with schools/preschool in Southern California. The results showed that cooperation and negotiations were key strategies adopted by Muslim parents to maintain relationships with educational organizations. Schools accommodated religious practices when requested and parents negotiated their needs when necessary. Findings also showed that participants connected the school’s role with academic learning and that teachers lacked accurate knowledge of Islam. There was a sense of restraint among participants. Participants did not want to share the name of their child’s school/preschool or materials shared by the school.

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Jhaj, Sunjum. „Interactions with Culturally Relevant Children's Literature: A Punjabi Perspective“. Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40563.

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This research investigated Punjabi children’s meaning-making processes as they engaged with culturally relevant literature, and presents a critical evaluation of Punjabi and Sikh representation in children’s literature. The Punjabi community in Canada is growing rapidly, with Punjabi being the third most commonly spoken non-official language in Canada. Yet, this minority group remains underrepresented in educational research. Past research has shown the numerous benefits minority children experience when engaging with literature that authentically represents their cultural background (see Cunard, 1996; Goldblatt, 1999; Goo, 2018; Steiner, Nash & Chase, 2008; Zhang & Morrison, 2010). This study gave Punjabi children the opportunity to interact with culturally-relevant stories in multimodal ways, and express their understandings through multiple literacies. The children constructed and shared meanings through verbal discussions, multimodal artwork and the inclusion of movement and dramatizations. They drew on a variety of lived experiences to make meaning from the stories. Their meaning-making processes were further enhanced by the collaborative experience of reading, constructing and sharing meanings. This study opens the door to future research into ways of using literature to foster engagement in the classroom and support children’s meaning-making processes.

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Santamaria, Lorri M. Johnson. „The development, implementation, and sustainability of professional collaboration for special education: A sociocultural perspective“. Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/290478.

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The purpose of this inquiry was to investigate the development, implementation, and sustainability of collaborative educational practices among special educators, general educators, and members of a university community. Defining characteristics of collaboration in schools, sustained practices, and a rubric developed from features of Vygotsky's (1978) zone of proximal development (ZPD), create an integrated framework that informs the study. The ultimate outcome goals of the study were to determine: (a) how collaboration functioned during the time of initial intensive support, (b) how collaboration was sustained after initial intensive supports were removed and (c) ways in which the ZPD informed and sustained collaboration throughout the study. A two-phase case study design was utilized for this study. In Phase I educators participated in a four-month long collaboration project with the goal of integrating students from a Kindergarten--1st grade bilingual cross-categorical special education classroom into a bilingual 1st grade classroom. During this period, the teachers, specialists, paraprofessionals, administrators, and university collaborators provided collaboration and support to one another. Phase II consisted of a three year follow-up period investigating the classroom, in which intensive formal support from the original collaborators was no longer directly provided Research methodology utilized for this study was qualitative. Data sources used to obtain information for the analyses included: Phase I, focus group interviews, teacher journal entries, observations, and teacher lesson plans; Phase II: follow-up interviews, classroom observations, and supporting documents. Analysis of the data revealed that during the implementation phase novice teachers were provided with a support network, there were cross-training opportunities for all participants, focus group interviews fostered participant collaboration, teacher resources were reallocated, and power differentials among participants were redistributed. Findings for the second phase of the study indicate that although collaboration was sustained after the initial four-month intervention for more than three years, it varied from the onset of the original intervention. Formal and informal partnerships among the participants sustained collaboration, especially those linking the university to the classroom. Based upon the ZPD rubric developed, there are implications for integrating sociocultural theory into future research studies that involve special and general educators and learners in culturally and linguistically diverse learning environments.

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Toppin, Claudette V. „A Qualitative Study of Mentoring in a Multicultural Educational Work Setting: A Cross-Racial, Cross-Cultural and, Cross-Age Perspective of Two Women“. Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/27173.

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This qualitative study explored a number of paradoxes embedded in the mentoring phenomenon. Designed as cross-dimensional case study, the questions sought to better understand: (a) what challenges and barriers did the mentor and mentee face in their cross-racial, cross-cultural, and/or cross-age peer mentoring relationship in this specific organization? (b) How did the mentor and mentee address cross-racial, cross-cultural, and cross-age barriers? (c) What skills and/or competencies, as perceived by the mentor and menteeâ s experiences are needed to make a cross-racial, cross-cultural, and cross-age peer mentoring relationship successful? The unit of analysis for this investigation was one pair - female mentor and mentee- with cross-dimensional differences, thus setting the framework for different cultural perspectives. Data collected for this study were transcriptions from three interviews, the mentee, mentor, and the dyad together. Characterized by the case and field method of research, combined data sources were used concurrently â at different times to compare the participants, views, values, perceptions, experiences and philosophies. The studyâ s goals involved examining the challenges and experiences, of mentoring in a multicultural work setting, and identifying issues relating to cross racial, cross-cultural, and cross-age mentoring relationships. Although linguistic and cultural barriers crested challenges for this mixed pair, their co-created relationship helped to overcome cultural differences. Thematic findings that embodied the foundations of the multicultural relationship were categorized into six areas: Trust and respect, willingness to participate, cultural understanding, mutual compatibility and psychosocial support, knowledge sharing and role modeling, and leadership. Trust emerged as the overarching construct, which laid the foundation for the mentoring relationship structure, linking The Five Câ s (Characteristics) - compatibility, confidence, capabilities, communication, and cultural understanding. Unique in this pair was a source of motivation that transcended their individual selves for a greater cause, which has profound implications for future research. The studyâ s conclusions addressed: a) mentoring at a macro level for the community, and for a greater good, and b) a form of dialogue to foster an appreciation of multiculturalism â an appreciation of human differences and commonalities. Recommendations were made for future research.
Ph. D.

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Miled, Neila. „In-service multicultural education in one urban school district in British Columbia : a critical and transformative perspective“. Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42918.

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This qualitative research study aimed to explore teachers’ in-service multicultural education and the nature of teachers’ professional development in one urban school district in the province of British Columbia. This study focused on the perspectives of five participants; four participants from the School District and one participant from the Teacher Association. All participants were involved in teachers’ in-service professional development. From a critical lens and using semi–structured interviews and document analysis the study explored the participants’ understanding of multiculturalism and the theoretical frameworks that may have shaped the participants’ choices and actions concerning how they educate and support teachers to handle the complexities of diversity and multiculturalism within the current changing demographics of the school district. The study revealed that despite four decades of official multicultural policy, and the abundant academic research in the field of multiculturalism, teachers’ multicultural education in the school district is still limited to the “celebratory” tokenistic approach and doesn’t move beyond “festivals, food and dance”. It also revealed that critical discourses that link multicultural education to equity and social justice are absent and feared. The study highlights the need to rethink teachers’ in-service multicultural education from critical perspectives that embrace critical and transformative stance and that reject the fallacy of apolitical education and neutral educators.

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Sloan, Lucy. „Language brokering: A parent's perspective“. CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2416.

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Language brokering is known as the translating transaction between two individuals. This study seeks to investigate the language brokering which occurs between Latino parents and their children. In particular, it seeks to examine Latino parents' comfort level in different brokering settings/places and with different individuals.

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Fraser, Margaret R. Smith Paula J. „Critical program components for preparing teachers to educate diverse learners a national perspective /“. Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9914568.

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Thesis (Ed. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 11, 2006. Dissertation Committee: Paula J. Smith (chair), Ming-Gon John Lian, Mack L. Bowen, Barbara L. Nourie, Lesley P. Graham. Includes bibliographical references (leaves 59-68) and abstract. Also available in print.

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Shamany, Sara Nada. „Pedagogernas arbetssätt i en mångkulturell kommunal skola och en friskola : Ett interkulturellt perspektiv på undervisning“. Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-21752.

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The purpose of this study is to search for and compare how teachers in a multicultural municipal school and in a multicultural independent school design their teaching to benefit all the students in the classroom, regardless of background. I wanted to get information about how teachers work from an intercultural perspective. To get information I used qualitative methods, which includes interviews and observations. I interviewed four teachers working in a primary school. Two from a independent school and two from a municipal school. The result revealed that both the independent school and municipal school are working from an intercultural perspective where they try to find different methods to reach every student in the class. Their biggest similarity is that the teachers put a lot of effort on language development since the Swedish language is key to the Swedish society. In both schools, the teachers worked with students both individually and in groups, but the difference is that in the independent school the teachers focus more on the individual than they do in the municipal school. This may be due to such factors as the number of students in the class and access to an assistant teacher. The teachers in the independent school gives priority to order and structure in the classroom, compared to the municipal school.

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Lucas, Ernestine McKoy. „Literacy from a Different Perspective: Listening to the Voices of Adolescents from a Mulitcultural Context“. Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/30177.

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The objective of this study was to listen to the perceptions of the experiences of adolescents from a multicultural background as those experiences related to their literacy learning acquisition. Each of the adolescent learners were enrolled in the English for Speakers of Other Languages program in one of the middle schools in the state of Virginia. The experiences, whether positive or negative, would inevitably shape the literacy learning of these multicultural learners as they interacted with family members, with members of the community, and in the academic setting at school.Open ended interview questions were used to gather data for this qualitative, ethnographic research study. This type forum allowed for an open dialogue between the researcher and the adolescent learners. As the researcher, I examined the data to determine how the learners' perceived experiences impacted their literacy learning.This study seeks to contribute to the knowledge base on adolescent literacy. The findings can be used by policy makers and educators who are dedicated to improving the quality of the educational lives of our multicultural learners. It is possible that the findings of this study could be used to inform guidelines for establishing future policies, practices, and strategies implemented in the English for Speakers of Other Languages program in the public schools.
Ed. D.

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Calabrese, Anna-Letizia. „We are special, just the way we are!Listening to children's voices in an Inclusive Multicultural Environment“. Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131423.

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The aim of this research is to provide insight into how middle school learners experience an inclusive multicultural learning environment. Increasing diversity is challenging European educational systems, which have the arduous task to foster inclusion of learners with diverse educational needs. In order to explore the participants’ descriptions, a qualitative approach based on semi-structured interviews with six learners was employed. Learners’ positions in the educational scenery are central and unique; they are the main experts on their own situations and therefore precious contributors to educational research. Results have been discussed according to a sociocultural perspective. The analysis of my data suggests that the learners perceive their inclusive environment as beneficial. Moreover, they perceive their cultural diversity as strength, reckon social interaction and teamwork with peers as favorable conditions for learning, feel competent in multicultural communication and believe that respect and acceptance towards others are necessary common values. Some implications of multiculturalism in special education are discussed according to the results of a recent European study, which shows that in all the participating European countries, Sweden included, there is a consistent discrepancy in the proportions of learners with immigrant background within special education. Assessment methods developed for mono-cultural learners appear to be a valid reason why multicultural learners are over-or under-represented in special education. Research also shows that inclusion of diversity in educational environment enables the development of social skills in all learners.

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Nelson, Erika Denise. „A Community Perspective on Volunteer Tourism and Development in South Africa“. Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1279848801.

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Conner, Timothy W. II. „THE CULTURAL DISCONTINUITY HYPOTHESIS: AN APPALACHIAN AMERICAN PERSPECTIVE IN EASTERN KENTUCKY“. UKnowledge, 2013. http://uknowledge.uky.edu/edp_etds/11.

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K.M. Tyler et al. (2008) propose a quantitative method to measure differences between school and home experiences had by students of ethnic minority status and how such differences (cultural discontinuity) may affect psychological factors related to student achievement. Although study of cultural discontinuity has been applied to understanding African American, Asian American, Latino American, and Native American student populations, little attention has been given to the ways in which cultural discontinuity may manifest in the Appalachian American population. This study conceptualizes the socio-cultural conditions that would warrant such an investigation, establishing evidence from ten interview subjects of the presence of cultural values associated with Appalachian Americans from Eastern Kentucky. The interviewee evidence provides a necessary starting point for investigating regional culture and marginalization effects that may occur based on membership within the Appalachian American community.

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Brown, Cherri Louise. „Using Cultural Cognition for Learning English: A Mexican Immigrant Family's Perspective“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2919.

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The research problem focused on the 11 million Mexican immigrant families in the United States who speak little or no English. Their stated needs for English literacy, socioeconomic and academic success, and the increasing calls for xenophobic legislation throughout the nation indicated a need to investigate alternative pedagogies to compel positive social change through language fluency. In this case study, Mexican immigrant second-language learners and their descendants were asked how they wanted to learn English and if using native culture as a learning tool would help in achieving their literacy goals. Prior researchers had not asked those questions. Three adults from a 3-generation Mexican immigrant family living in Florida gave interviews to address this gap. The participants, 2 of whom were native Spanish speakers, were recruited via a Facebook call for participation, and interviews were conducted by telephone. Cultural theory served as a conceptual framework for understanding the relationship between culture and language, and for interpreting and respecting participants' articulations of their experiences and opinions. Analyses of interviews and language background questionnaires were completed using pattern matching and SPSS, respectively. The key finding was that participants agreed a cultural pedagogy would be helpful in learning English. A recommendation is made to implement an experimental teaching study using cultural pedagogy as its framework. Achieving positive social change begins with removing the barriers of cultural language discrimination and allowing immigrants to reach their stated goals without loss of their cultural heritage.

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Ghairat, Noorullah, und Wenlu Lu. „Cultural diversity from perspective of individual employees : On which organizational level is cultural diversity advantageous for an organization“. Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-95778.

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Economic globalization has greatly increased opportunities, but also requires the organizations to be more open and constantly try to create a new working environment. Organizations today are composed of people of different races, ages, languages, religions, and lifestyles. Organizational management's work tends to use a coordinated approach to bring people from different backgrounds together and maximize the ability and talent through multicultural teams. If managed properly, diversity can bring a competitive advantage to the organizations, but if poorly managed, workforce diversity can have negative outcomes. Due to the lack of research on which organizational level is cultural diversity advantageous for organizations to have, this study will focus on understanding cultural diversity and explore new perspectives about the experiences of different individuals in multicultural settings. This qualitative study takes social constructivism as a philosophical position. It has drawn conclusions by an inductive approach based on the empirical data which we have collected through the interviews and literature, where the focus was to construct meaning and interpret the data collected which came from the experiences of the participants.

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Godward, Julie. „Paper plate masks and tin can totem poles: A documentary analysis of Ontario elementary school visual arts curriculum and support documents form 1985 to 1998 for representations of a multicultural perspective“. Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27632.

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This documentary analysis study critically examines representations of a multicultural perspective in selected Ontario elementary school visual arts curriculum and support documents. The study focuses on five documents that were published between 1985 and 1998, a period that coincides with important curricular changes in art education. This period was also significant with regards to developments that occurred in this province relating to multicultural education. To complete this analysis, references to race, ethnicity and culture were examined in order to identify ways in which they were being utilized in the documents. Furthermore, these references were analyzed from the perspective of critical multiculturalism to determine how multicultural education was being represented in the resources. I argue that while certain efforts were made to include a multicultural perspective in art education during this time period, these were for the most part inadequate in that they tend to present information out of context, fail to include diverse perspectives, overemphasize certain groups to the detriment of others, and perpetuate false information and stereotypes. I also contend that these deficiencies in art education are closely related to the political context that influenced the role and place of art education within the educational system.

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Sundelind, Lars. „Gymnasieskolans samverkan med det omgivande samhället : En studie i hur dagens näringsliv och gymnasieskolans näringslivskontakter återspeglas i företagsekonomiundervisningen vid två gymnasieskolor“. Thesis, Södertörn University College, Lärarutbildningen, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1241.

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Non-compulsory schools in Sweden should make use of the knowledge and experience that is available in society according to the aims and objectives of the Curriculum for the Non-Compulsory School System - Lpf 94. There are however only a few studies which have focused on the contacts between non-compulsory schools and society as represented by the business world in Sweden.

The purpose of this study is to examine in what ways and to what extent non-compulsory schools are following the Curriculum by using the knowledge and experience of the business world. The perspectives have been: Which contacts in the business world and which working practices from the business world are implemented in teaching in non-compulsory schools? In what way do these contacts and working practices affect the teaching and learning of business administration? The purpose of this study is also to examine if the teachers in non-compulsory schools use business information and different kinds of business knowledge and experiences in order to keep themselves up-to-date regarding the business world. The perspectives have been: Are the teachers using up-to-date business information or business experience? Are the teachers applying a multicultural perspective in teaching business studies? In what way does this kind of information or first-hand experience affect the teaching and learning of business administration?

The method used in this study was to interview seven teachers from two non-compulsory schools in Stockholm. The research showed that both schools use different kinds of business contacts, business experience and up-to-date business information as input in their teaching. Both schools are also using mini enterprise and work experience in teaching the pupils business administration. Only a few of the teachers have applied a multicultural perspective in their teaching. The research also showed that it will take time, resources and coordination to increase contacts with the business world. These contacts are essential for helping the pupils to achieve a degree of practical learning and knowledge which is mentioned in the Curriculum for the Non-Compulsory School System as well as being in demand in working life.

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Welander, Julia. „Mångkulturalitet En studie om elevers syn på det mångkulturella perspektivet i historie- undervisningen på gymnasiet“. Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-68570.

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The purpose of the following essay is to study students with non-European backgrounds view of the multicultural perspective in history teaching at the upper secondary school in Sweden. To study this, student interviews have been made and the study has also answered how the students perceive the concept of multiculturalism and how they consider their teachers to take into account the students' ethnic backgrounds in the history teaching. The study results show that multiculturalism is a concept that can be defined in different ways, and that students believe that the history teaching has a European and Western perspective. Students want teachers to take more account of different ethnicities in teaching, and that history teaching not should be so generalizing as it is.

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Birkby, Stuart J. „English-Language Introduction to Contemporary Taiwan: A Historicolinguistic Perspective“. The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337952671.

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Niehoff, Patricia LeVeque. „The acquisition of Arabic language, literature, and culture from a socio-educational perspective : student attitudes and perceptions of Arabs and the Arab world /“. The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1382030341.

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Soto, Xigrid Tayri. „Perspective Shifting in Relative Clauses by Elementary-Aged Spanish-English Bilinguals: A Cross-Linguistic Study“. Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3358.

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Language-specific theories of sentence processing suggest that individuals interpret sentences based on the characteristics of their native language (e.g., Bates & MacWhinney, 1989). As such, competing linguistic cues are taken into account (including word order, morphology, and animacy) and the cue selected is most likely to yield a correct interpretation in the native language. However, research in this area has produced conflicting results. MacWhinney (2005) has proposed that examining the role of perspective shifting in sentence comprehension may demonstrate how cognitive and syntactic factors work together to facilitate sentence comprehension. The aim of the current study is to investigate the role of perspective shifting in the processing of relative clauses by bilingual children. A total of 16 bilingual and 13 monolingual children in grades 3 and 5 participated in this study. Difficulty in Spanish and English sentence processing was assessed using four types of relative clauses, that varied in the complexity of perspective shift, and a control sentence. A sentence comprehension task was devised using Mouse Tracker software (Freeman & Ambady, 2010) to assess the participant's ability to identify whether or not the presented picture reflected the relationship described in the oral sentence presentation. Difficulty in sentence processing was determined using measures of accuracy (percent correct and d') and response time (RT). Data were compared across languages for the bilingual children and with an monolingual English control group. MANOVA results revealed a significant main effect for sentence type and no effect of language in all analyses. Hence, bilingual participant performance on the sentence processing task was similar across languages and across language groups when compared to those monolingual English speakers. In general, accuracy levels and d' values were greater for the 0 switch and control conditions. RTs were longer for the more complex relative clauses. The 1+ condition consistently appeared to be the most difficult. These findings indicate that participants processed the relative clauses in a similar way across languages and that more complex perspective shifts resulted in poorer performance. These results suggest that perspective shifting is a relevant factor in syntax comprehension, but that the number of perspective shifts is less important. Instead, the direction of perspective shift and the role of the relative clause (subject versus object-modifying) seem to be more essential. These results support the Unified Competition Model (MacWhinney, 1997) by demonstrating the use of shared cognitive processes across languages. However, one cannot rule out the role of language dominance and language structure in relative clause processing as the sentences in this experiment maintained parallel syntactic structures across languages. Clinical and educational implications are provided.

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Karaca, Ebru. „Att inta ett interkulturellt förhållningssätt i undervisningen : En studie av fyra lärares beskrivningar och praktiskt tillämpande av ett interkulturellt arbetssätt i undervisningssituationer“. Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31710.

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In this thesis, a study was made of four teachers’ perception and application of an intercultural perspective in their teaching practice. The purpose was to investigate how the teachers describe to use an intercultural approach in teaching situations and how they achieve it in social studies. The study aimed to answer the questions below: - How do the teachers perceive the concepts of multicultural, multicultural education and intercultural approach and what do they assume is the purpose of an intercultural approach? - How do the teachers adapt teaching from an intercultural perspective? * - Which advantages and difficulties/hindrance do the teachers consider occur in the enabling of an intercultural approach? - In which way do the teachers make an intercultural approach possible in their teaching practice in social studies? The methods used to answer these questions where qualitative one-on-one interviews and observations of the teachers during class in social studies. The theories used to analyse the material was based on theories on different intercultural approaches and strategies in teaching and the frame factor theory. As a conclusion, this study finds that the teachers in the study are aware of the possibilities and benefits of an intercultural approach. Furthermore, the results show that the way the intercultural approach is utilized in the teaching practice differs from teacher to teacher and that the teachers focus on similar and different aspect of the intercultural approach. However, this study also shows that they teachers feel various difficulties working with an intercultural approach such as the schools’ resources and teaching in different matters and contexts. Which is consistent with previous research?

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Bozkurt, Oya. „Högtider och traditioner i förskolan : en kvalitativ studie om fem förskollärares beskrivningar och reflektioner kring firandet av högtider och traditoner i förskolan“. Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-21019.

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This study is about the work around festivals and traditions that takes place in multicultural preschools. The purpose of this study is to describe and reflect upon the work around festivals and traditions in multicultural preschools from the view of five preschool teachers who are active in their profession. The purpose is also to investigate which festivals and traditions that are given attention at preschool and for what reason according to the preschool teachers. The method of research chosen in this study is qualitative in the form of individual interviews with the intention of obtaining and interpreting the descriptions and reflections of the informants around the subject. The results will be analyzed from an intercultural perspective. The results show that all investigated preschools celebrate the traditional Swedish festivals Christmas, St. Lucia’s day, Easter and Midsummer, and that these festivals take up lots of space in terms of time and labor. At some of the preschools attention was also given to other festivals from different faiths and cultures out of diversity and a more globalized perspective. The results also revealed that all of the preschool teachers were positive to giving attention to festivals from other faiths and cultures. It was considered to bring an increased understanding and respect for differences between people. It appeared that an operation with increased cultural features would result in the confrontation of some difficulties.

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鍾佳利. „多元文化背景下澳門居民的語言選擇及語碼轉換研究 =Macau residents' language choice and code-switching : a multicultural perspective“. Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953586.

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Vallazza, Oscar. „Processes of nurturing and maintenance of multicultural identity in the 21st century : A qualitative study of the experience of long-term transcultural sojourners“. Thesis, Linköping University, Department of Behavioural Sciences and Learning, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-59533.

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In today’s world, exposure to other cultures has become a symbol of increasing globalization processes. Many people leave their home area to embark on a voyage of discovery and learning that affects their original cultural identity.

This study explores the life experience of independent transcultural sojourners, i.e. people who freely decide to relocate to different cultural contexts after their formative years. The inquiry covers three major themes of their intercultural experience: Multicultural identity, processes of intercultural adaptation, and change and transformation ensuing from multiple intercultural relocations. The aim of this study is to show the effects of multiple intercultural experiences on the identity of transcultural sojourners, and how they dealt with relevant emerging processes of intercultural adaptation.

Following a format suggested by Seidman (1996), five respondents were asked to recount and reflect on their transcultural experience in three separate, asynchronous interviews that covered three dimensions of their intercultural experience: past, present, and reflections. The ensuing text comprised about 16,000 words and was analyzed using both a narrative and a thematic approach using a mixed typology of categories and sub-themes made up of indigenous typology stemming from relevant scholarly literature and researcher-constructed typology suggested by the researcher and the respondents.

The analysis indicates that personal factors like mindfulness, motivation, resourcefulness, and intercultural awareness strongly influence processes of Intercultural communication competence and Multicultural identity development. Contextual factors are also relevant, as they include issues of avowed and ascribed identity. The analysis also shows no specific, generalizable link between the presence of intercultural stimuli in the original cultural milieus and the decision to relocate across cultural boundaries. Furthermore, it points to a strong relation between Piagetian constructivist learning theories and the development of ICC competence. The study also indicates that independent transcultural sojourners are in a position to negotiate the level of their integration and marginality, which in turn affects the spectrum of their Intercultural communication competence.

Finally, this study indicates the limited applicability of traditional functionalist approaches to understanding and conceptualizing processes of intercultural adaptation and multicultural identity building. It also suggests the need for a shift towards a dialogical perspective informed by systems-thinking and Chaos theory.

The author would like to acknowledge the inspiration and passion for intercultural issues provided over the years by the Intercultural Insights on-line community.Seattle, summer 2010.

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Chao, Ruth Chu-lien. „Counselor's multicultural competencies from gender and ethnicity perspectives /“. Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4165.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2005.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (month day, year) Vita. Includes bibliographical references.

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Byerly, Anna Katarzyna. „Scottish primary school teachers' perspectives on multicultural and antiracist education“. Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/25460.

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Primary school teachers’ commitment to social justice may be enshrined in various educational policies in Scotland and beyond, yet it stands in conflict with growing push for teacher accountability, value of education as a market place (Ball, 2006) and the persistence of the myth of meritocracy (Tomlinson, 2008; Oyler, 2012). At the level of practice, whether teachers actually engage in inclusive and critical multicultural education is not always clear; what we know for sure is that teachers find it difficult and shy away for any discussions which challenge power relations between groups (May and Sleeter, 2010). As student population continues to diversify, minority groups demand recognition in ways not seen before. Yet still, discrimination based on ethnicity, language, religion social class, disability, gender and sexual orientation is commonplace, and racism can often be an elephant in the (class)room, discussed in hushed voices only when an ‘isolated incident’ happens. Much more often, it remains unrecognised or is dealt with in a way which perpetuates white privilege (Arshad, 2008). Antiracism is oftentimes misunderstood or outright avoided, as teachers fear using any terminology that sounds negative or they are unsure of, and retreat to the language of all-encompassing, positive sounding, but fuzzy celebration of diversity and equality (Gaine, 2005). Multiculturalism, on the other hand, being blamed for failing integration and social cohesion of communities by the political right, remains in popular debates but occupies a weak position in education and public policy (Modood, 2007). This research set out to investigate what are primary school teachers’ perspectives on multicultural and antiracist education in the context of Scotland, where legislation and educational policies are in theory demanding educators to be proactive. The research followed a nested case study design, which involved observing and interviewing 9 class teachers in 4 primary schools, both rural and urban. I used the critical interpretive lens to find out what are their understandings of multicultural and antiracist education, both as concepts and principles and in terms of how they are being incorporated into their everyday teaching. Teachers were asked to define these terms, as they developed in the specific national context (Ball, 1990), and then consider the interplay of ideals behind ‘race’ equality policies with the realities of their school and classroom practice. This study was concerned with the personal, structural and institutional aspects of teachers’ work. The importance of the context of teachers’ work is stressed, that is their ‘organizational embeddedness’ (Holstein and Gubrium, 1994) and institutional thinking that teachers are thought to be immersed in. To get to know this context better, additional interviews with 4 Head teachers, 3 English as an Additional Language teachers and 5 other Key Informants were conducted. Finally, policy analysis was undertaken, using aspects of Critical Theory to find out how teachers’ attitudes correspond to the attitudes expressed in education policy, as well as what is the impact of educational policy on these attitudes. The findings suggest that there is no one definition of the study’s central concepts to which all teachers can ascribe. Whether or not teachers take up issues of discrimination and difference depends more on their own dispositions and characteristics rather than on any official policy, of which they are largely unaware. Teachers’ prior knowledge, attitudes to diversity and personal experiences of discrimination influenced their commitment for social justice and exercising agency in practice. Structural and institutional boundaries placed on teachers acted as either directions, limits, opportunities or enablers. These related to the leadership within the school more than from the local authority, and included the influence of various actors within the school context. Finally, the translation of policy ideals into everyday school life was seen as uncertain, as it depends on a number of actions and interpretations within any school context. This study concludes by comparing teacher’s perspectives on critical multicultural practice with policies on racial equality in Scotland, to demonstrate which areas need most bridge-building if policy and practice are to be more closely aligned.

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Ball, Charlene L. „Intercultural dialogue for civic engagement: Perspectives from the multicultural community“. Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/236.

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Since the 1980s, intercultural dialogue has become increasingly recognized as a way to reduce prejudice, improve relationships, increase intercultural understanding, manage diversity, and contribute to democratic processes. Similarly, civic engagement has emerged as a key priority of municipalities to effectively serve and meet the needs of a culturally diverse public. I conducted an exploratory qualitative research study using focus groups with 13 ethnocultural community leaders in Edmonton, Alberta. The main goals were to understand from their lived experiences and perspectives how intercultural dialogue could contribute to meaningful and culturally appropriate civic engagement for ethnocultural communities. The findings indicated that ethnocultural community leaders are passionate about and committed to improving the lives of their communities, identify strongly with Canada and Edmonton as their home, and appreciate being meaningfully involved in civic affairs. The findings indicated that intercultural dialogue is meaningful if it takes place in a larger framework of civic engagement practices. This framework of meaningful practices is presented along with recommendations that can be adapted and implemented by municipalities, institutions, and organizations that wish to engage meaningfully with and respond effectively to diverse ethnocultural communities.

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Annin, Collins. „From Messages to Voices: Understanding Girls’ Educational Experiences in Selected Communities in the Akuapim South District, Ghana“. Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1234365460.

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Van, Vuuren Hermanus Jacobus. „A strategy to manage diversity in secondary schools / .J. van Vuuren“. Thesis, North-West University, 2008. http://hdl.handle.net/10394/1706.

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The purpose of the research focuses on the development of a strategy for the management of diversity in secondary schools of the North West Province. The nature of diversity is explained from an ontological point of departure as the multiplicity of things with distinctive characteristics and qualities. A structure analysis of diversity emphasises a balanced perspective in which the interdependence and mutual coherence of all aspects of diversity are acknowledged in all spheres of life. An analysis of the different perspectives concerning multicultural education as an approach to deal with diversity leads to the identification of a limited focus on culture related concerns that fail to account for diversity in totality. Culture related concerns are not regarded as an exclusive constituent of a complex phenomenon like diversity and a more inclusive approach of diversity in education is recommended. A mixed methods research design is chosen for this research to provide a purposeful research framework in which quantitative and qualitative methods are combined to meet the demands of a sophisticated research problem. Findings of the research include inter alia the principles of respect and caring that are in relation to the concept of Ubuntu with a focus on humaneness and the affirmation of unity in diversity. Another finding of relevance is that a diversity strategy involves a clear rationale and policy framework for a process consisting of phases, objectives, action steps and persons involved. It is recommended that a diversity strategy must be tailor-made according to situation-specific needs and the unique manifestation of diversity. The contribution of this research is seen as a clarification of the concept of diversity and the development of a generic strategy for the management of diversity.
Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.

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