Dissertations / Theses on the topic 'Cross-cultural collaboration'
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Landel, Grégoire A. 1976. "Cross cultural computer-supported collaboration." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/80172.
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Thesis (M.Eng.)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering, 1999.Includes bibliographical references (leaves 120-122).
by Grégoire A. Landel.
M.Eng.
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Renner, Jasmine, Arnold Nyarambi, and & Glascock C. Gunn. "International and Cross Cultural Educational Leadership, Collaboration and Teaching." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/8279.
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See, Harrison W. "Encounters across dialogic cross-cultural collaborative painting." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2593.
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With a focus on studio painting, this PhD research explores collaboration as a mode of cultural exchange and dialogue and an intervention strategy regarding the limits of solo practice. This practice-led inquiry was motivated by experiences of cultural exchange and dialogue during earlier honours research undertaken in mainland China. While living, studying and painting in Shanghai, cross-cultural encounters prompted a curiosity for unfamiliar ideas, perspectives and practices while simultaneously provoking reflections on familiar ideas, perspectives and practices. This was an insightful experience that shifted both my notions of practice and culture. To emulate these insights, this doctoral research planned to collaborate with artists of Southeast Asia; however, with the advent of COVID-19, alternative collaborative paradigms emerged to explore.
Practice-led research was the discovery-led methodology used for this inquiry, alongside studio methods including reflexivity, journaling, studio practice and collaboration. Collaboration was dialogic, predominately informed by a synthesis between Charles Green’s (2001) notion of third hand and Mikhail Bakhtin’s (1981) dialogics. Through this synthesis, dialogic collaboration embraced difference in terms of relativity, not opposition. A curiosity towards plurality was facilitated that understood divergence as a serendipitous source of creativity. Dialogic collaboration was undertaken with contemporary artists from a range of cultural backgrounds, locations and creative disciplines. In adapting to COVID-19, international collaboration utilised postage, while Perth-based artists exchanged artworks locally. As restrictions eased, face-to-face collaboration also became possible. Informed by such collaborations, the final series of paintings titled Far-Away Island was developed.
Although not all collaborations were successful creatively, each offered its own unique insights. Collaboration proved to disrupt and expand familiar ways of thinking and making in the studio. Dialogic collaboration was also an effective means of exchanging cultural perspectives and ideas within a space that embraced dissensus. Exchanges within this space meant adopting a more pluralistic understanding of storytelling elements (tropes, themes, characters, archetypes and iconographies). Further, a renegotiation of storytelling itself occurred where narratives focused on the intersubjectivity and interconnectedness between elements rather than the elements themselves. It was also through this renegotiation of storytelling that the influence of videogames was acknowledged, explored and integrated into studio painting. Ultimately, dialogic collaboration proved an appropriate means of encountering cultural differences and a valuable source of self-reflection.
The implications of the research extend beyond studio practice and into the broader discourse around cultural exchange. With the world’s increasing cultural and political tensions, there is an emerging need for more nuanced approaches to cross-cultural exchange through which art can offer unique and alternative ways of thinking and working. Ways that accept and embrace the inevitability of untranslatable and incommensurable perspectives, practices and ideas intrinsic to cross-cultural spaces. Dialogic collaboration proved to be one such approach that acknowledges the complexities of cross-cultural exchange and accepts the potential for untranslatability and incommensurability.
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Franco, William. "Cross-cultural collaboration in New Zealand : a Chicano in Kiwi land." Massey University, 2008. http://hdl.handle.net/10179/878.
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In my exegesis, I will explore the different social, political, cultural and artistic themes, influences and methods that direct my art practice. I will dissect my current work, outlining these transformations and how they impact my work here at Massey, as well as how they will continue to inspire my art practice in the future.
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Vu, Jimmy M. "Developing an Electronic Tool for Cross-Cultural Computer Supported Collaborative Work (CCSCW)." Thesis, Virginia Tech, 2004. http://hdl.handle.net/10919/42105.
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There is a lack of tools available to support cross-cultural communication and collaboration. Current research is comprised of assessments of the need for better cross-cultural communication tools and discussions of simple guidelines for developing such a tool. Existing programs such as chat or video-conferencing have been altered to be used in a cross-cultural setting, but little data has been gathered on their effectiveness. There is a need, according to the literature in the field of Computer Supported Collaborative Work (CSCW), that cross-cultural tools be developed, researched, and comprehensively studied.
The purpose of this research was to show that a simple cross-cultural communication tool can be developed to support electronic cross-cultural collaborations. BlissChat was developed in Virginia Techâ s Macroergonomics and Group Decision Systems Laboratory for this purpose.
The dependent measures for the study consisted of the time of completion and errors committed. The experimental design was a 2 x 2 between factor design. The factors were divided into a concordant (same language culture) group versus a discordant (different language culture) group. The other independent variable was the environment, whether they used the communication tool BlissChat, or in the ideal setting of face-to- face (FtF). The two culture groups used were Chinese first language speakers and English first language speakers.
Participants who used BlissChat were able to perform their tasks as accurately as those who met FtF by not committing significantly more errors (p<0.05), but they did not perform as efficiently. The participants using BlissChat did not perform as efficiently as those meeting FtF (p<0.05). It took participants using BlissChat much longer to perform their task than participants in FtF conditions (p<0.05). The consequence of these outcomes will effect both the current use as well as the future outcomes of CCSCW.Master of Science
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Wildman, Jessica L. "Cultural differences in forgiveness fatalism, trust violations, and trust repair efforts in interpersonal collaboration." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4721.
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Mistakes and betrayals can cause developing interpersonal trust between parties to be broken, and damaged trust can have serious negative impacts on relationships, such as withdrawal from group interaction or the enactment of revenge. Research has suggested that the use of apologies helps to repair damaged trust. However, this research is almost exclusively based in westernized populations and has not begun to explore any cross-cultural differences. Therefore, the primary goal of this comparative cross-national laboratory study was to examine if, and how, the effectiveness of trust repair efforts differs across cultures. The effectiveness of three manipulated trust repair strategies (no response, apology, and account) was tested using students from universities in the United States (U.S.) and in the United Arab Emirates (UAE). The results of the study indicate that fatalism, or the belief that events in life are meant to occur, was negatively related to initial trust and positively related to initial distrust toward one's collaborative partner. It was also found that higher levels of fatalism were associated with more severe trust damage after a trust violation. Regarding the trust repair strategies, accounts were more effective at repairing trust than no response for high fatalism participants whereas apologies were more effective than accounts at reducing distrust after a violation for low fatalism participants, providing partial support for the idea that trust repair strategies are more effective when matched to the cultural self-construal of the victim. Finally, initial distrust and trust directly after the violation were predictive of taking revenge on the other player. Implications are discussed along with the study limitations and suggestions for future research.ID: 030646267; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 127-139).
Ph.D.
Doctorate
Psychology
Sciences
Psychology; Industrial and Organizational Track
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Choo, Lay Hiok, and n/a. "Cross-Cultural Collaboration Between Parents and Professionals in Special Education: a Sociocultural and Ethnomethological Investigation." Griffith University. School of Education and Professional Studies, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051114.154210.
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This thesis examines the issue of parent participation and cultural diversity in the Australian special education context. Previous research in the U.S. had suggested that the low participation by parents of culturally diverse backgrounds was due to cultural barriers that hindered their partnership with professionals. In reviewing and critiquing this previous research, it became clear that the key concepts of collaboration, disability and culture required reconceptualisation. The theoretical tools deployed in this reconceptualisation are drawn from sociocultural theory and ethnomethodology. Seventeen parents of Chinese and Vietnamese backgrounds and 20 professionals were interviewed regarding the provision of special education for children attending either a special school or special education unit. Follow-up interviews were carried out to probe specific issues related to the salience of culture in parent-professional communication, their understanding of disability, and barriers to parent participation. In addition, the communication books that were passed between parents and professionals on a regular basis were obtained for 7 of the children. These books provide a unique insight into the way parents and professionals accomplished the category of Child-with-a-disability during their entries regarding the mundane practicalities of school and home. In suspending judgment about parent-professional collaboration, this thesis adopts the multiple foci of sociocultural analysis to gain a critical understanding of parent-professional relationships through time and across personal, interpersonal, community and institutional settings. Within this framework, this thesis found that parents and professionals prefer and enact a 'communicating' type of parent participation. Their preferences seemed to depend on a range of circumstances such as their work commitments, financial resources, language resources and changing educational goals for the child. The approach taken in the thesis also affords the specification of diverse models of collaboration (e.g. obliging/directing, influencing/complying, respectful distancing, coordinating, collaborating), each of which may be regarded as worthwhile and acceptable in specific local circumstances. This study found that overall the parent-professional relationship was a trust-given one in which participants unproblematically regarded the professionals as experts. The professionals' reports revealed them to be doing accounting work - creating a moral view of the good parent and good professional. The emphasis on context in both sociocultural and ethnomethodological approaches reframes parental and professional discourse about disability as being context-driven. In employing Membership Categorisation Analysis (MCA) to examine parents' and professionals' descriptions of the child in the communication book and the research interviews, positive as well as negative attributes of the child were obtained. Interpreting the findings in terms of the context of home and school reveals how negative attributes of the child became foregrounded. For example, the orientation to the child as lacking capacity to remember was an outcome of parents and professionals orienting to their (institutional) roles and responsibilities to manage the practicalities of school. The comparison of views reveals strong agreement between the parents and professionals about the child. Interpreting the data based on the task-at-hand of particular data collection settings provides one explanation. For instance, the communication book is a site where parents and professionals align with each other to co-construct a version of the child. Culture is not treated as a static set of traits and behavioural norms that accounts for the communication difficulties between Western-trained professionals and culturally-diverse parents. Rather, culture is theorised in this thesis as an evolving set of semiotic resources and repertoires of practice that participants draw upon and enact in their everyday activities. Using MCA, the ways in which participants deployed cultural categories, the social ends achieved by such deployment, and the attributes they assigned to these cultural categories, are documented. This approach takes cultural difference to be a resource that people use to account for conflicts, rather than as a determining cause of conflict. The documentation of how participants legitimised their explanations to add credibility to their accounts captures their moment-by-moment cultural categorisation work. In comparison to prior research, the significance of this approach is that it looks seriously at the parents' and professionals' mundane and enacted notions of collaboration and participation, the child with a disability, and culture. This thesis has interwoven several data sources and applied complementary analytics in order to reveal and understand some of the everyday complexity of cross-cultural parent professional interaction in the special education context. There is reason to look carefully at the daily achievements of the participants for it is where the intricacies of a phenomenon lie.
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Choo, Lay Hiok. "Cross-Cultural Collaboration Between Parents and Professionals in Special Education: a Sociocultural and Ethnomethological Investigation." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/365667.
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This thesis examines the issue of parent participation and cultural diversity in the Australian special education context. Previous research in the U.S. had suggested that the low participation by parents of culturally diverse backgrounds was due to cultural barriers that hindered their partnership with professionals. In reviewing and critiquing this previous research, it became clear that the key concepts of collaboration, disability and culture required reconceptualisation. The theoretical tools deployed in this reconceptualisation are drawn from sociocultural theory and ethnomethodology. Seventeen parents of Chinese and Vietnamese backgrounds and 20 professionals were interviewed regarding the provision of special education for children attending either a special school or special education unit. Follow-up interviews were carried out to probe specific issues related to the salience of culture in parent-professional communication, their understanding of disability, and barriers to parent participation. In addition, the communication books that were passed between parents and professionals on a regular basis were obtained for 7 of the children. These books provide a unique insight into the way parents and professionals accomplished the category of Child-with-a-disability during their entries regarding the mundane practicalities of school and home. In suspending judgment about parent-professional collaboration, this thesis adopts the multiple foci of sociocultural analysis to gain a critical understanding of parent-professional relationships through time and across personal, interpersonal, community and institutional settings. Within this framework, this thesis found that parents and professionals prefer and enact a 'communicating' type of parent participation. Their preferences seemed to depend on a range of circumstances such as their work commitments, financial resources, language resources and changing educational goals for the child. The approach taken in the thesis also affords the specification of diverse models of collaboration (e.g. obliging/directing, influencing/complying, respectful distancing, coordinating, collaborating), each of which may be regarded as worthwhile and acceptable in specific local circumstances. This study found that overall the parent-professional relationship was a trust-given one in which participants unproblematically regarded the professionals as experts. The professionals' reports revealed them to be doing accounting work - creating a moral view of the good parent and good professional. The emphasis on context in both sociocultural and ethnomethodological approaches reframes parental and professional discourse about disability as being context-driven. In employing Membership Categorisation Analysis (MCA) to examine parents' and professionals' descriptions of the child in the communication book and the research interviews, positive as well as negative attributes of the child were obtained. Interpreting the findings in terms of the context of home and school reveals how negative attributes of the child became foregrounded. For example, the orientation to the child as lacking capacity to remember was an outcome of parents and professionals orienting to their (institutional) roles and responsibilities to manage the practicalities of school. The comparison of views reveals strong agreement between the parents and professionals about the child. Interpreting the data based on the task-at-hand of particular data collection settings provides one explanation. For instance, the communication book is a site where parents and professionals align with each other to co-construct a version of the child. Culture is not treated as a static set of traits and behavioural norms that accounts for the communication difficulties between Western-trained professionals and culturally-diverse parents. Rather, culture is theorised in this thesis as an evolving set of semiotic resources and repertoires of practice that participants draw upon and enact in their everyday activities. Using MCA, the ways in which participants deployed cultural categories, the social ends achieved by such deployment, and the attributes they assigned to these cultural categories, are documented. This approach takes cultural difference to be a resource that people use to account for conflicts, rather than as a determining cause of conflict. The documentation of how participants legitimised their explanations to add credibility to their accounts captures their moment-by-moment cultural categorisation work. In comparison to prior research, the significance of this approach is that it looks seriously at the parents' and professionals' mundane and enacted notions of collaboration and participation, the child with a disability, and culture. This thesis has interwoven several data sources and applied complementary analytics in order to reveal and understand some of the everyday complexity of cross-cultural parent professional interaction in the special education context. There is reason to look carefully at the daily achievements of the participants for it is where the intricacies of a phenomenon lie.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
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Boyne, Erica Lynn. "The Realization of the Cathlapotle Plankhouse: Reflections on Cross-Cultural Collaboration in the Post-NAGPRA Era." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/692.
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In the last two decades, a shift in the museological paradigm has changed the way in which Native American history and culture is interpreted and represented to the general public. As legal mandates and growing institutional pressures increasingly call for the integration of tribal representatives into the decision-making bodies of museums and authoritative institutions, cross-cultural collaboration and partnerships have increased significantly. With little precedent guiding public historians and museum professionals through this new and complex system of collaboration, the path unfolding in the journey towards the “indigenization”; of museums has been marked with achievements and challenges that have both taught and tested historical professionals. The following is a case study that examines the ways in which this unfolding shift in Native American representation manifested itself in the reconstruction of a Chinookan plankhouse in the early 21st century. With a common objective of educating visitors about the significant cultural and natural history of the former site of the Cathlapotle village, the U.S. Fish and Wildlife Service and the Chinook Indian Nation teamed up to design, fund, construct and interpret the Cathlapotle Plankhouse in Ridgefield, Washington. Despite sharing a common goal for the reconstruction of a full-scale Chinookan plankhouse, different motivations and agendas guided the decision-making process and required both partners to make compromises that challenged each other’s understanding and expectations of the project. In this work, I analyze how these two organizations navigated the rewarding yet challenging realm of cross-cultural collaboration to create a meaningful and significant heritage site for a wide range of user groups. From this analysis, I hope to provide public historians and museum professionals a detailed example of a cross-cultural partnership that will assist them as they move forward through a continuously unfolding and largely uncharted system of collaboration.
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Romani, Laurence. "Relating to the other : paradigm interplay for cross-cultural management research." Doctoral thesis, Handelshögskolan i Stockholm, Institute of International Business (IIB), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hhs:diva-1791.
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Jensen, Karina. "Accelerating Global Product Innovation through Cross-cultural Collaboration : Organizational Mechanisms that Influence Knowledge-sharing within the MNC." Phd thesis, Conservatoire national des arts et metiers - CNAM, 2012. http://tel.archives-ouvertes.fr/tel-00840215.
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Globalization, time to market, and customer responsiveness present continuous challenges for achieving market innovation across cultures. A cross-cultural and networked business environment has created increased demand for knowledge-sharing within the multinational corporation (MNC). The inability of geographically distributed team members to effectively share and communicate ideas and solutions can result in a lack of product innovation, delayed product introductions, and reduced sales and market opportunities. This requires managers to leverage cross-cultural team knowledge in order to improve the design and delivery of innovative customer solutions worldwide. This dissertation thus intends to examine and identify organizational mechanisms that facilitate cross-cultural collaboration and knowledge-sharing for geographically distributed teams responsible for the front end of innovation.The resource-based and knowledge-based views of the firm inform this dissertation where integrated cognitive and social practices serve an important role for innovation. Through qualitative research, I will examine organizational mechanisms that influence interactions between the project leader and the geographically distributed team during global product launches, from product concept to market introduction. Since there is a lack of empirical research conducted with organizations on cross-cultural collaboration and global innovation, there is a significant opportunity to advance research within innovation management while assisting organizations in the development of knowledge-sharing capabilities that serve as competitive advantage in conceiving and introducing new products to international markets.The purpose of this dissertation research is to investigate and demonstrate how MNCs can facilitate the cross-cultural collaboration process in order to effectively conceive and execute innovation strategies for new products. The research intends to develop a framework and model for cross-cultural team collaboration in exploring and responding to the following research question: How can MNCs optimize cross-cultural team collaboration in order to strengthen the planning and execution of global innovation strategies? This research responds to organizational needs for sharing knowledge amongst cross-cultural teams in order to accelerate responsiveness to international market opportunities.
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Pensjö, Elly. "Increasing OrganizationalEfficiency in a Cross-Brand, Cross-Cultural Project : A Case Study of a Swedish-German R&DCollaboration." Thesis, KTH, Maskinkonstruktion (Inst.), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-276855.
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It is increasingly common that organizations enter different forms of collaborations to extend their capabilities in order to reach mutual goals and remain competitive on a rapidly changing market. Due to a gap in literature on cross-cultural collaborations, the purpose of this study is to explore how to increase organizational efficiency in a cross-brand, cross-cultural project. A collaborative project within the TRATON GROUP is observed with a focus on the Swedish and German automotive companies Scania and MAN. With the aim to portray the current situation of challenges within the collaborative project and to suggest improvements for efficiency, two research questions are developed.The study is initiated by gaining an understanding of the specific case and, in parallel, conducting a literature research. By the incorporation of factors for collaborative work and critical success factors for projects, a model of critical collaboration factors is developed and used to map the empirical results to previous research. The model contains several factors that are believed to aid collaborations in increased efficiency. Next, the empirical results are gathered through a total of eleven qualitative interviews with employees from Scania, MAN, and TRATON. Two specific working areas within the collaboration project are chosen as unit of analysis, due to one of them having progressed better than the other one and could therefore provide the study with a practical comparison of project progress.Conclusively, the aim of the study is answered by combining existing literature with a comparison of the working areas within the collaboration project. The study shows that corporate cultures can influence organizational structures and approaches, which leads to several challenges and differences in their ways of working. Although, efficiency can be increased by assessing the critical collaboration factors developed in the model. The study highlights that factors such as shared goals, common organizational structure, resource availability, match of competencies in teams, and relationship-building are strongly related to increased progress and efficiency. Lastly, recommendations to the commissioning firm are provided to bridge differences between the brands to increase their efficiency and progress.Det blir allt vanligare att organisationer bildar olika former av samarbetsstrukturer för att utvidga sina kompetenser och förmågor för att kunna nå gemensamma mål och förbli konkurrenskraftig på en snabb-föränderlig marknad. På grund av en avsaknad av litteratur inom området med fokus på tvärkulturella samarbetsprojekt är syftet med denna studie att undersöka hur organisatorisk effektivitet påverkas av externa faktorer och kan förbättras i ett tvärkulturellt samarbetsprojekt mellan två företag. Ett samarbetsprojekt inom TRATON GROUP observeras med fokus på de svenska och tyska buss- och lastbilsföretagen Scania och MAN. Med syfte att beskriva samarbetsprojektets nuvarande utmaningar och att föreslå förbättringar för ökad effektivitet utvecklas två forskningsfrågor.Arbetet initieras med att förstå det specifika fallet genom intern dokumentation och möten med anställda, parallellt med en omfattande litteraturstudie. Genom att kombinera litteratur som bemöter samarbetsfaktorer och kritiska framgångsfaktorer för projekt, skapas en modell som sammanfattar kritiska samarbetsfaktorer. Denna modell innehåller faktorer som tros stödja samarbetsprojekt till ökad effektivitet och används i kartläggningen av empiriskt resultat mot teori. Det empiriska resultatet samlades in genom elva kvalitativa intervjuer med anställda från Scania, MAN och TRATON. Två specifika arbetsområden inom samarbetsprojektet mellan MAN och Scania väljs som analysenhet, på grund av studiens tidsbegränsning. Just dessa två arbetsområden väljs ut för att en av dem har haft bättre progress än den andra, vilket gör att en praktisk jämförelse mellan dem kan förse studien med ytterligare information.Sammanfattningsvis besvaras studiens syfte genom en praktisk jämförelse i kombination med tidigare litteratur. Studien pekar på att företagskultur kan påverka organisationsstrukturer och arbetssätt som kan leda till flera skillnader mellan samarbetspartners. Ökad effektivitet kan uppnås genom att använda sig av de kritiska samarbetsfaktorerna som har utvecklas i litteraturavsnittet. Studien belyser att ha ett delat mål, en gemensam organisationsstruktur, tillgång till resurser och att bygga relationer positivt påverkar progress och effektivitet. Till sist ges praktiska rekommendationer till samarbetsparterna för att brygga skillnader mellan dem i syfte att förbättra projektets effektivitet och progress.
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Dunham, Amy. "Towards Collaboration: Partnership Between Indigenous and Non-Indigenous Australians in Art from 1970 to the Present." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1306498911.
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Ou, Chun-Ming. "The Dynamics Among Non-English Speaking Online Learners' Language Proficiency, Coping Mechanisms,and Cultural Intelligence: Implications for Effective Practice for Online Cross-cultural Collaboration." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1338383346.
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Abdull, Kareem Omar. "Collaboration in Developing On-Line Learning Between Two Different Countries: a Case Study." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/28096.
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Collaboration between institutions in distance learning has been practiced for decades at first domestically and now expanding to an international level. Many higher education institutions are also trying to globalize their learning environments through the internationalization process, especially through the curriculum. A review of the extant literature, however, revealed that collaboration efforts are characterized more by infusion of content from one country to another. Collaboration between two different countries, however, is much more meaningful if both parties are equally involved in co-designing, sharing, and implementing such learning experiences. Such a two-way collaboration process is a missing gap in the literature, which the present study has addressed.
This study examined the process of developing a two-way collaborative learning experience between one of the universities in the United States of America and a university in a developing Asian country. The global question that guided this research was: What is involved in the process of developing and designing on-line learning between two different countries; and What are the challenges faced during the process?
The research design was a qualitative case study of a process, based on Miles and Huberman's (1994) classification. A micro monitoring process, complemented by interviews with key individuals, was conducted to collect the data. Different sources of data (Yin, 1984) or triangulation (Krathwohl, 1997) was a strategy used to increase the validity of the study. Through the micro monitoring process, all documents such as e-mails, meeting notes, and personal notes were collected and analyzed. Categorization and coding procedures followed Coffey and Artkinson (1996): that is, coding as a "mixture of data reduction and data complication."
All the data (from interviews and the micro monitoring process) were reported, analyzed, and interpreted from two different but complementary voices: the voice of reporter and the voice of analyst. The voice of reporter revealed a chronology of events and description whereas the analyst interpreted the meaning of the reporter's descriptive portion.
Analysis revealed three major phases that evolved in the process of collaboration: initiation, pre-development, and development. Each phase consisted of several specific activities. The major challenges faced during the process evolved around technical matters. Cultural differences, technical expertise, institutional procedures, financial, and time differences were also a challenge to the process.
This study besides confirming some practices also broadened and deepened the concept of collaboration and internationalizing the curriculum. Moreover, this study was able to recommend the follow up development of a process framework for developing and co-designing a collaborative on-line learning experience that involves two different countries.Ph. D.
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Lindquist, Michael. "Collaborating sustainable development in cross-cultural environments /." Title page, table of contents and introduction only, 1999. http://web4.library.adelaide.edu.au/theses/09ENV/09envl747.pdf.
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Rajapillai, Nagapooshani Vydhehi. "Collaborative academic projects in a cross-cultural context." Thesis, University of Brighton, 2003. https://research.brighton.ac.uk/en/studentTheses/9270f401-e4fa-4c25-bcff-4ec3de5b2826.
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This thesis presents a qualitative study of the factors impacting on collaborative projects in a cross-cultural setting, in this case academic projects carried out under the aegis of a large co-operative programme linking Europe and India. A case study approach is used, focussing on four projects that developed between European and Indian academic researchers, aimed at transferring knowledge between the two continents. The factors contributing to the success or failure of the projects are assessed. The major factors identified are fourfold: The alignment of the project with the personal goals of the participants The social, cultural and institutional contexts in which the projects take place The role of the coordinators The interaction and communication activity of participants, including the role of computer mediated communication. On the basis of the results of the study, an existing Activity Theory model developed by Cole (1988; 1998) to account for cross-cultural research is extended to encompass collaboration. The potential of the model as a management tool for future cross-cultural collaborative projects is presented.
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Williams, A. Lynn, Brenda Louw, Nancy J. Scherer, Ken M. Bleile, Marcia Keske-Soares, and Inge Elly Kimle Trindade. "Academic and Clinical Preparation in Speech-Language Pathology and Audiology: A Global Training Consortium." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1982.
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ABSTRACT:
Purpose: To describe a research-based global curriculum in speech-language pathology and audiology that is part of a funded cross-linguistic consortium among 2 U.S. and 2 Brazilian universities.
Method: The need for a global curriculum in speechlanguage pathology and audiology is outlined, and different funding sources are identified to support development of a global curriculum. The U.S. Department of Education’s Fund for the Improvement of Post-Secondary Education (FIPSE), in conjunction with the Brazilian Ministry of Education (Fundacao Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior; CAPES), funded the establishment of a shared research curriculum project, “Consortium for Promoting Cross-Linguistic Understanding of Communication Disabilities in Children” for East Tennessee State University and the University of Northern Iowa and 2 Brazilian universities (Universidade Federal de Santa Maria and Universidade de São Paulo-Baurú).
Results: The goals and objectives of the research-based global curriculum are summarized, and a description of an Internet-based course, “Different Languages, One World,” is provided
Conclusion: Partnerships such as the FIPSE–CAPES consortium provide a foundation for training future generations of globally and research-prepared practitioners in speechlanguage pathology and audiology.
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Johnston, Michelle. "Noongar Dandjoo: A Cross-Cultural collaborative approach to Aboriginal community television production." Thesis, Johnston, Michelle (2013) Noongar Dandjoo: A Cross-Cultural collaborative approach to Aboriginal community television production. PhD thesis, Murdoch University, 2013. https://researchrepository.murdoch.edu.au/id/eprint/22204/.
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Prior to commencing this PhD project, my research into community media revealed that Aboriginal people were mostly absent from Perth community television. In spite of participating in a consortium to establish community television in Perth, the Aboriginal community had not broadcast a single program by 2006 when this PhD project commenced. In this same year, the only Aboriginal community radio station in the south-west lost its licence and the local Noongar community were working towards reestablishing their radio presence. Thus, while Aboriginal community media in other parts of Australia were experiencing considerable success, Perth Aboriginal media appeared to be struggling. This prompted a series of questions that this research set out to investigate. How did the Perth Aboriginal community feel about community media? How strongly if at all did they want their voices to be part of the public sphere? Were there circumstances, particular to Perth, that were impeding the establishment of Aboriginal community media? What were the ingredients needed to establish successful Aboriginal community media in an urban environment like Perth?
The answers to these questions were sought through the production of an Aboriginal magazine-style television program series called Noongar Dandjoo, named after the Noongar tribal group who are the traditional custodians of the land in the south-west of Western Australia. Dandjoo is the Noongar word for ‘gathering’.
This project used an action research approach to investigate not only the creative outcome, Noongar Dandjoo, but also the all-important process of its production. The broadcast content provides evidence of the power of community media to support culture, contribute to a sense of community identity, and challenge mainstream media stereotypes and misrepresentation. The participatory process of production enables Indigenous and non-Indigenous participants to create a ‘third space’ which delivers benefits for all, and which emerges as a model for cross-cultural collaboration. For Indigenous participants, the program contributes to a sense of empowerment as well as developing communication and production skills. Non-Indigenous media students participating in the program develop their cultural awareness and empathy for Indigenous issues, which in turn impacts on mainstream media representation as these same students are employed as media professionals.
The Noongar Dandjoo project is described within the context of Noongar history and culture, and community media theory and practice. The action research method is adapted to align with Indigenous ethical protocols and third space theory.
This thesis is accompanied by DVD copies of three series of Noongar Dandjoo which illustrate the action research process.
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Millby, Mikael, and Petrini John Fargau. "Towards a feasible approach to manage cross-cultural collaborations : Progressive Stereotyping – The mindset of tomorrow´s managers?" Thesis, Stockholms universitet, Företagsekonomiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144998.
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Contemporary management is challenged in the modern organisations through several challenges. Research has shown the severe effects of cultural differences if managed poorly or overlooked. Previous research of cross-cultural management research can be divided into three streams of research. This field of research is highlighted as paradigmatic where each field is organized with its own assumptions, definitions and methodologies. Previous studies have called for less paradigmatic studies, this study strives to fill the need of a less paradigmatic study by combining a positivist paradigm and an interpretive paradigm into one feasible approach to help managers manage cross-cultural collaborations. The research question asked was therefore: How can managers benefit from both a generic and a non-generic approach in order to manage cultural differences in cross-cultural collaborations?In order to understand the problem theories of culture, the positivist paradigm, the interpretive paradigm and stereotypes or generalisations were used. A multi-paradigm approach was used in this study with 14 international managers where a process of interplay was applied, as an interaction between ontology/epistemology and interpretive/positivist paradigms. The study used both an inductive and a deductive approach in a combination when performing the research analysis. The key finding consists of the discovery of the concept named progressive stereotypes. This concept combines the benefits of a positivist research paradigm together with the benefits of an interpretive research paradigm. The key implications of this study first imply improved feasibility by combining research paradigms instead of treating them as inherently distant from each other. Secondly, the study highlights need importance of using stereotypes on an abstract level and as an initial knowledge base.
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Schnabel, Deborah Bianca Larissa [Verfasser], and Augustin [Akademischer Betreuer] Kelava. "Intercultural Competence : Development and Validation of a Theoretical Framework, a Cross-Cultural Multimethod Test, and a Collaborative Assessment Intervention / Deborah Bianca Larissa Schnabel ; Betreuer: Augustin Kelava." Tübingen : Universitätsbibliothek Tübingen, 2015. http://d-nb.info/1163397490/34.
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Schnabel, Deborah [Verfasser], and Augustin [Akademischer Betreuer] Kelava. "Intercultural Competence : Development and Validation of a Theoretical Framework, a Cross-Cultural Multimethod Test, and a Collaborative Assessment Intervention / Deborah Bianca Larissa Schnabel ; Betreuer: Augustin Kelava." Tübingen : Universitätsbibliothek Tübingen, 2015. http://d-nb.info/1163397490/34.
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Oquendo, Mirtha Iris. "The effects of trust in Brazilian PNPs: interpersonal and interorganizational trust in the cultural sector social organizations in São Paulo, Brazil." reponame:Repositório Institucional do FGV, 2012. http://hdl.handle.net/10438/9951.
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This study seeks to evaluate how enterorganizational and interpersonal trust affects the degree of State interference in the operations of public-nonprofit partnerships (PNPs). We conducted a qualitative case study in two Brazilian PNPs, Projeto Guri and Orquestra Sinfônica do Estado de São Paulo, through documental analysis and semi-structured interviews. Content analysis of the data yielded a trust framework that begins to explain how a variety of factors, including the protective qualities of the management contract and the strength of the board, moderate the relationship between interpersonal and interorganizational trust in PNPs. The study reveals that unlike Zaheer et al (1998), interpersonal trust had a unique and prominent effect on State interference and types of collaboration in PNPs. Parting from the suggestions by previous authors to contextualize PNP literature findings, the framework takes into account the highly personalistic qualities of Brazilian culture as well as historical and institutional context while highlighting the crucial role of interpersonal trust in Brazilian PNPs.
Este estudo busca avaliar como a confiança interpessoal e a confiança interorganizacional afeta o grau de interferência estatal na operação das parcerias estabelecidas entre o Estado com o terceiro setor. Conduzimos um estudo de caso qualitativo em duas organizações sociais brasileiras (OS), Projeto Guri e Orquestra Sinfônica do Estado de São Paulo, por meio de análise de documentos e entrevistas. A análise dos dados coletados gerou um modelo que explica como uma série de fatores, incluindo as qualidades do contrato de gestão e o poder dos conselhos das organizações sociais, moderam a relação entre confiança interpessoal e interorganizacional nas parcerias. O estudo revela que ao contrário de Zaheer et al (1998), a confiança interpessoal influenciou expressivamente o nível de interferência do Estado e o padrão de colaboração observado nas parcerias do Estado com o terceiro setor. Outros autores sugerem que as teorias sobre parcerias com o terceiro setor sejam contextualizadas. Desta forma, o modelo considera o contexto histórico e institucional do Brasil. Além disso enfatiza a importância do personalismo na cultura brasileira ao mesmo tempo em que destaca a proeminência da confiança interpessoal.
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Kent, Ellen. "Entanglement: Individual and Participatory Art Practice in Indonesia." Phd thesis, Canberra, ACT : The Australian National University, 2016. http://hdl.handle.net/1885/117054.
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This PhD addresses approaches to art practice that are
simultaneously individual and participatory. It comprises a
research-based dissertation that sets out to understand why
combined practices are so prevalent among contemporary Indonesian
artists (66.66 ̇%), and a practice-led body of work that
investigates the nexus between individual and participatory modes
in my own art practice, accompanied by an exegesis (33.33 ̇%) .
The arguments set out in the dissertation are the result of
research into primary and secondary written resources,
translations, field observations, interviews with artists and
with other experts in Indonesia. This is the first body of
research to address combined individual and participatory art in
Indonesia. Sanento Yuliman described the “artistic ideology”
of Indonesian modernism as simultaneously autonomous and
independent, and heteronomously tied to tradition and society’s
needs. This formed the foundations from which modern art
discourse in Indonesia involved artists in the lives of the
people (rakyat) while also defending artists’ individual
expression: a binding knot of the kind that Jacques Rancière
describes as the “aesthetic regime”. I draw attention to the
way participation consistently features alongside individuality
in discourses from those early artists; during art’s
instrumentalisation in development discourses; and when
contemporary artists begin involving the rakyat in participatory
art. Case studies addressing the work of five contemporary
artists (Arahmaiani Feisal, Made “Bayak” Muliana, I Wayan
“Suklu” Sujana, Tisna Sanjaya, and Elia Nurvista) show how
contemporary artists have extended this continuum to involve
people in the making of art, while still maintaining significant
individual practices. I demonstrate how particular contexts and
networks of production have continued to engage with the early
modernist concepts of autonomy and heteronomy, as well as
exogenous and originary endogenous discourses, to create
conditions which mandate the practice of both participatory and
individual art for many artists. In responding to these
conditions, the work by contemporary artists presented in this
research consciously engages with and reconstructs discourses
from Indonesian and global art histories.
The body of work experiments with variations on participatory and
individual art within community, institutional, educational and
public spaces. I became interested in these spaces in between the
one and the many while observing art and cultural practices in
Indonesia, and working in museum education in Australia.
Consequently, both fields – contemporary art in Indonesia and
my own art practice – are inextricably linked. The mediums used
are responsive to the contexts of those sites and diverse
conversations I seek to generate through the works. They include
fabric remnants, diverse printmaking techniques, wax resist on
paper and a two-channel video installation. The exegesis
addresses the conceptual background, intentions, research
methodologies and results of this practice-led research into the
nexus between individual and participatory modes of practice. In
responding to the different sites (referred to above) and
artistic modes, I examine both links and points of difference,
and demonstrate the continuing role of art as a liminal space of
expression and criticality.
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Alibhai, Amirali B. "Cross cultural collaboration and community art practice : an autobiographical examination." Thesis, 2000. http://hdl.handle.net/2429/11212.
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A thesis is presented that utilizes phenomenological and hermeneutic
methodology to explore the notion of cross-cultural collaboration and
community art practice. I examine Witness, a substantive cross-cultural
collaboration with First Nations, and my own practice as a cultural worker in
describing denning elements of successful cross-cultural collaboration. In a final
"meta-chapter", Community art practice is characterized as a contemporary
cultural phenomenon, located at the forefront of cultural practice.
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Hogan, Jan Margaret. "The affective ground: possibilities for cross-cultural dialogue." Phd thesis, 2009. http://hdl.handle.net/1885/7181.
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The Affective Ground: research into the possibilities for cross-cultural dialogue
through the visual arts. The work explores the painting Matawhero by Peter Adsett
as a model for a cross-cultural dialogue about space, place and spirituality between
artists in Australia and the Asia-Pacific region. A study taking the form of a 30,000
word research essay which comprises the outcome of the Theory component.Material arts grants and Konica Minolta
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Miretski, Inna. "Game changer: encouraging cross-cultural collaboration through fun interactive, interpretive experience in the Discovery Forest, Kenora, Ontario." 2014. http://hdl.handle.net/1993/23260.
Full textAbstract:
This research was undertaken as part of the Common Ground Research Forum (CGRF) in Kenora, Ontario. The CGRF was established to better understand collaboration in the context of cross-cultural relationships. The purpose of this research was to design a prototype of a fun, interactive interpretive experience that has the potential to build cross-cultural relationships among youth. The study employed a qualitative approach by utilising a combination of semi-structured individual and group interviews with Kenora residents and analysis of existing online platforms. Utilizing the data collected during the two fieldwork phases a prototype for the Lake of the Woods Discovery Centre (LWDC) was designed. Feedback from participants suggested that the prototype would be a good tool for improving cross-cultural relationships among Kenora youth in the long term. The prototype was submitted to the LWDC for implementation in collaboration with local high-schools.
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Stengelin, Roman. "A Cross-Cultural Investigation of Social Motivation and Social Cognition in Young Children." 2019. https://ul.qucosa.de/id/qucosa%3A71279.
Full textAbstract:
The evolutionary success of our species is bound to our sociality—the tendency to engage in and benefit from social interactions. On a conceptual level, this sociality has been parsed into two facets, namely the proclivity to like and seek social interactions (social motivation) as well as the cognitive abilities needed to coordinate with others socially (social cognition).
While numerous studies have assessed social motivation and social cognition in young children, our current understanding of both facets is still far from conclusive. First, the exact ontogeny of social motivation and cognition remains largely unclear. Second, the degree to which either facet of sociality is shaped by cultural input remains poorly understood. Finally, interindividual variation in social motivation and cognition has yet to be examined, without which we can neither understand the construct validity of either facet, nor their potential interplay. In this dissertation, I present three studies addressing these issues by focusing on developmental, cross-cultural, and interindividual variation in three phenomena previously linked to sociality: Overimitation and collaboration as indicators of social motivation, as well as Theory of Mind as a proxy for social cognition.
In the first study I assessed whether children’s overimitation would be shaped by age, culture, and the social presence of an adult model. I found that children across three diverse populations showed more overimitation with age and selectively in the presence of the model. I also documented cross-cultural variation in children’s overimitation. On an individual level, children’s overimitation did not predict their tendency to reengage a co-player in a collaborative activity.
In study 2, I found children’s overimitation to vary systematically between two populations utilizing a procedure with reduced cognitive task demands. Here, age did not predict children’s overimitation and variation across populations was only observed in how much, but not whether, children would overimitate.
In study 3, I documented systematic variation in children’s social motivation for collaboration as well as their Theory of Mind across three populations and across the age range tested. On an individual level, indicators of social motivation were ontogenetically linked and predicted children’s Theory of Mind.
In the general discussion, I propose an integrative model of social motivation and cognition to embed and expand the current findings. Accordingly, the interplay of socialization goals and practices, social motivation, and social cognition builds the foundation for children’s social learning within social interactions.
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Kang, Ya-Ling, and 康雅菱. "A Study of Key Success Factors of Cross-cultural Projects for East and West Collaboration– Taking S Project as a Case Study." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/hyr3jt.
Full textAbstract:
碩士國立高雄應用科技大學
資訊管理系碩士在職專班
102
「Contract」 is a progress of writing personal ideas for both undersigned parties, therefore safeguard the contract implementation is to realize the protection of mutual benefits. Subject to history, culture and social systems, establishment and compliance with legal system have become conventional behaviors to Western countries; as a result, in the trading process, the formal validity of「contract」always plays an important role. In Eastern society, due to the Confucian culture, Chinese people will usually make prior communication while encountering problems and emphasize harmonious interpersonal relationship without breaking it. In general, laws are the latest tool that they are forced to use it; that is, their fundamentally different viewpoints to legal system that made different concepts, or even using methods and attitudes toward contract in Chinese world from the recognition of laws that established since children in Western world. This study used the case study of one large-scale domestic SI company for those problems it encountered while carrying out an collaboration project with west country to explore the contract origin of East and West to discover the difference between them. In addition, this study made a painstaking investigation to clarify all problems that may be encountered in the process of introducing international collaboration. Research results showed that those factors, such as East and West viewpoints of the「Spirit of Contract」, choices of media communication for「Media Richness Theory」 and superiors’「 Escalating of Commitment」are the key to succeed or fail such international collaboration. 「Humanism」 emphasized in Eastern world while 「Laws」 in Western world, either one has its own advantage, and they all yielded from adapting environment no matter pros and cons. However, due to the trend of globalization and collaboration with Western countries, it would be more suitable to apply West’s contract system to encounter unknown trades with different cultures. In addition, proper improvement in enterprises’ recognition of laws is definitely the most optimal foundation to reduce project risk and protect successful trading.
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Casimirri, Giuliana. "Outcomes and Prospects for Collaboration in Two Aboriginal and Non-Aboriginal Forest Management Negotiations in Ontario." Thesis, 2013. http://hdl.handle.net/1807/43515.
Full textAbstract:
Successful intercultural natural resource management collaboration is challenged by divergent worldviews and power disparities. Studies of non-intercultural collaboration efforts demonstrate that good outcomes emerge when procedural conditions are met, such as fostering open and high-quality deliberations, use of interest-based bargaining techniques and collective definition of the scope of the process. The applicability of these procedural conditions to intercultural collaboration efforts, such as negotiations between Aboriginal people, government resource managers and sustainable forest license holders, has not been explored.
The aim of this thesis is to examine the outcomes and factors influencing two intercultural collaborations in the northeast region of Ontario. Semi-structured interviews with collaboration participants, negotiation meeting minutes and draft agreements are used as data sources. Following a general inductive coding approach and using QSR NVivo 2, the analysis of outcomes in both cases highlights improvements in relationships, increased understanding among the parties and the gradual definition of the scope of the negotiation. The findings also demonstrate that several barriers, including a lack of clear policy and legislative framework for collaboration and different definitions of the problem discourage intercultural collaboration. In one negotiation process, frequent and high quality deliberations, using an interest-based negotiation approach, and efforts to mutually define the scope of the negotiation prior to substantive negotiation do not overcome these systemic barriers to collaboration. However, in another negotiation process, the social and relational characteristics of the community and participants do contribute to the parties recognizing their interdependence, focusing on shared goals and undertaking joint action. This research demonstrates that the development of shared goals and acknowledgement of divergent problem definitions are more important to intercultural collaboration success than the development of improved relationships and establishing a mutually acceptable scope prior to collaboration. In the absence of a supportive legislative basis for the distribution of forest decision-making authority and responsibilities, this understanding of how Aboriginal, government and forest industry participants can collaborate is useful for developing more effective and equitable intercultural collaboration.
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Wang, Jeffrey 1986. "A comparative content analysis of cross-border strategic brand alliance advertisements in Taiwan and the United States." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-980.
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This study sought to enrich the research in cross-border strategic brand alliance (SBA), an international business practice highly utilized today. In order to spread out the risk of competing in international markets, firms formed alliances with overseas counterparts. However, confusing positioning and inaccuracies in communication in cross-cultural settings reduced the success rate of these partnerships. The content analysis examined cross-border SBA advertisements to shed light on their communicational strategies. Taiwan and the US, representative of inherent cultural values in Eastern and Western countries, served as great research subjects for this comparative study. The findings suggested that cross-border SBA advertisements do not have significantly distinctive communication strategies except for the inherent difference in multi-national characteristics. However, cross-border SBA advertisements in both countries differ from generic advertisements documented in previous studies in terms of information cues, advertising appeals, and general communication strategies. The comparison between cross-border SBA advertisements was reflective of the cultural differences in these cultural contexts. In sum, cross-border SBA advertisements were embedded with stronger cultural distinctiveness and in need of special execution to integrate proper messages.text
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Hale, Robyn Kathleen. "The lived experiences of Indian nurses working in the United States : perceptions and attitudes towards nurse-physician collaboration." Thesis, 2013. http://hdl.handle.net/1805/5097.
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Indiana University-Purdue University Indianapolis (IUPUI)Nurse-physician collaboration has received much attention over the past decade in the USA. The release of three reports from the Institute of Medicine implicated poor communication and collaboration among nurses and physicians as a major contributing factor to the incidence of sentinel events and medical errors. Despite the growing awareness of the imperative related to collaboration between nurses and physicians to ensure patient safety, the problem of poor nurse-physician collaboration remains endemic throughout the country. Indian nurses, along with many other internationally educated nurses, comprise 12-15.2% of the nursing workforce in the USA. Little is known about how Indian nurses culture potentially influences their ability to effectively collaborate with physicians to ensure patient safety. The purpose of this study is to understand Indian nurses’ attitudes and perceptions about nurse-physician collaboration. Hermeneutic interpretive phenomenology as influenced by the work of Martin Heidegger guided this study through the use of interviews via Skype. The overall experience of the Indian nurses was of one experiencing a dramatic positive change in nurse-physician collaboration in the USA as compared to India. Four themes emerged describing this phenomenon: Respect/feeling heard, Being Trusted, Assurance of Accountability, and Finding Freedom. Indian nurses practicing in the USA find a freedom that empowers them to collaborate with physicians for patient safety. They, as all nurses may, benefit from continuing educational opportunities that demonstrate ways to collaborate more fully.
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Brown, Karen, and Kate Marek. "Collaborating Across Campus Toward Cross-Cultural Communication." 2008. http://hdl.handle.net/10150/337128.
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Breakout session from the Living the Future 7 Conference, April 30-May 3, 2008, University of Arizona Libraries, Tucson, AZ.As is happening on many campuses, Dominican University has in recent years expanded its emphasis on diversity. It is also true, however, that the term diversity carries various understandings and assumptions which can create barriers to communication and progress. To that end, we recognized that to be effective in campus-wide dialogues regarding diversity, it would be essential to include voices from across the full campus community. In spring of 2004, Brown and Marek joined with another graduate library school colleague to organize a series of university-wide events which brought together administrators, faculty, staff, and students from both undergraduate and graduate divisions to promote a better understanding of cross-cultural communication. This session will provide an overview of the initiative, focusing on the role campus-wide collaboration played in the development and implementation of the event series.
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Salvestro, Denise Yvonne. "Printmaking by Yolngu artists of Northeast Arnhem Land: 'Another way of telling our stories'." Phd thesis, 2016. http://hdl.handle.net/1885/110680.
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Art plays a fundamental role in the lives of the Yolngu—the Indigenous people of Northeast Arnhem Land in the Northern Territory of Australia. Knowledge of their culture, laws, history and relationship to country has historically been passed on to successive generations orally and through their clan specific patterns and designs (miny’tji). Since first known contact with the outside world Yolngu artists have demonstrated innovation in adapting their art, and adopting introduced materials and techniques, to create art for the purpose of passing on knowledge and enlightening others about their ontology, culture and title to land. This thesis provides the first comprehensive history of the introduction to, and use of the print medium by the artists of Northeast Arnhem Land with a focus on those artists working at the Print Space at the Buku Larrnggay Mulka Art Centre at Yirrkala. The Print Space is unique amongst Indigenous owned and run print facilities in that since its inception in 1995, locally trained artists and printmakers have been employed in the continuous production of limited edition prints. The research undertaken has revealed that the successful incorporation of printmaking into Yolngu art production resulted from a combination of factors, with the Yolngu themselves being proactive agents in influencing the development of the Print Space and promoting the use of the print medium for political, social, educational and economic purposes. Women in particular enthusiastically advocated the acceptance of this introduced medium as printmaking played an important part in liberating female artists from their historically restricted role in art production. The adoption of print technology was controversial. The issue arose as to whether the mechanical reproduction of sacred clan designs moved the creative away from the hand of the artists and their direct connection with the creator ancestors. A further concern was that printmaking had the potential to encourage the inappropriate use of miny’tji and the abuse of intellectual property. This dissertation considers the changing attitudes and various approaches taken by the Yolngu in addressing these sensitive issues and the manner in which some of the artists are adapting traditional practices to reproduce the intricacy of the clan patterns and designs in print, while protecting the restricted or sacred, deeper meanings within the miny’tji. This thesis establishes that printmaking is a prime exemplar of cross-cultural collaborative exchange, facilitating innovation and individual creativity within Yolngu art practice. The collaborative nature of printmaking fostered significant reciprocal or ‘both ways’ learning exchanges through cross-cultural interactions between Yolngu artists and non-Yolngu schoolteachers, artists, art centre administrators, printmakers and gallerists. Considered by the Yolngu artists as ‘another way of telling our stories’, printmaking has provided an alternative artistic avenue for affirming Yolngu identity and connection to country and passing on knowledge to the younger generation. This thesis argues that the successful incorporation of this introduced art form into their art production is testimony to the willingness of the Yolngu to accept change in order to ensure the sustainability of their art and culture.
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Shield, Kathryn Alix. "Intercultural Mediations: Cross-Cultural Collaborations in Early Twentieth-Century First Nations Literature." Thesis, 2013. http://hdl.handle.net/10222/36234.
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This thesis examines the implications of three early twentieth-century First Nations
collaborations that were produced in the context of salvage ethnography and attributed
mainly to their non-aboriginal collaborators: Henry Tate and Franz Boas’s
Tsimshian Mythology (1916), E. Pauline Johnson and Chief Joe Capilano’s Legends of Vancouver (1912), and Chief William K’HHalserten Sepass and Eloise Street’s
Sepass Poems (1911-15). By using a versioning framework to attain a “fluid” reading across variants, I can identify the intercultural mediations across versions and attempt to engage in a form of digital repatriation. Through digital archives like Kimberly Christen’s “Mukurtu” project, these cultural documents can be repatriated and accessed only by those who, following cultural protocols, should have access. Ultimately, an analysis of variants suggests that while salvage ethnography privileged the non-aboriginal collaborators, the changeability of these narratives across versions functions to perpetually unfix these texts from a static concept of aboriginal identity.
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Chow, Winnie. "Three-partner dancing: placing participatory action research into practice within and indigenous, racialised & academic space." Thesis, 2007. http://hdl.handle.net/1828/190.
Full textAbstract:
Historically, most research on Indigenous peoples has been framed by Western empirical positivism which fundamentally conflicts with Indigenous circular ways of knowing. Current research governing bodies, scholars, and Indigenous communities have generated new theories and guidelines for research structures that support respectful and meaningful practices with Indigenous peoples. Participatory action research (PAR) attempts to address the unequal power structures inherent in research relationships: participants set the agenda for the research and are co-researchers in the project. In this study, I placed PAR theory into action to problematize research practices and to generate new discourses for research within an Indigenous context.
The Lil’wat Nation and I collaborated on a PAR project in 2006-2007 that led to the formation of the Lil’wat Girls’ and Women’s Affirmation Group. Through the process of reflection-in-action we identified several opportunities for growth as we examined PAR theory in practice. Using decolonizing research methods and a metaphor of the Lil’wat s7istken (pit house), the model of practice wove between three distinct worlds with divergent protocols and pedagogies: the worlds of the Lil’wat, academia, and the researcher’s racialized lived experiences. This model of practice aimed to disrupt the essentialized dichotomies of Indigenous and non-Indigenous relationships and to problematize research practices for the academic and research communities to consider for their practice. The findings exposed several lessons at sites of praxis pertaining to the intersection of PAR theory and practice: definition of the community; ethics in the community; racialized researcher space; and PAR incongruence. The model was intended not as a “how to” manual, but as an entry point for discussions to advance respectful decolonizing research practices.
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Morita, Plinio Pelegrini. "Use of Technological Tools for Supporting Interpersonal Trust: From Modelling to Fostering Trust Through Design." Thesis, 2014. http://hdl.handle.net/10012/8448.
Full textAbstract:
Trust is a core construct of our social lives, influencing how we interact with other individuals that are part of our social circle. Whether at work, in teams, or with friends and family, trust influences how much information we exchange with the other individuals and how we interact as a dyad. Defined as risk acceptance behaviour in situations where there is dependency between the parties, trusting another person means accepting some risks to benefit from the social integration of tasks and knowledge. In an institutional environment, trust is a core component of teamwork dynamics, having a strong influence on team effectiveness and performance.
Teams are the backbone of current industry, research, healthcare, and business domains. Teams have the power to increase the momentum of projects and tasks, and may also benefit from the collective body of knowledge brought by experts from different fields. Teamwork also brings new constraints to the interpersonal dynamic; for instance, a lack of interpersonal trust can deeply impact the performance and effectiveness of a team. Without trust, communication and interaction between team members can be significantly impaired, limiting the ability of a team to perform and to become effective.
As teams move to non-collocated work, the development of trust is restricted by the limited media richness of communication channels. The perceptual mechanisms that compose the major part of the trust development process become constrained, as behavioural cues are not readily available through Computer Mediated Communication Systems (CMCSs). For this reason, virtual teams can suffer from low, fragile, and delayed trust, impairing team effectiveness and performance.
Given the increasing prevalence of non-collocated teams, there is a need for the development of a toolset for understanding, measuring, and fostering trust in distributed teamwork environments. The existing literature provides only a partial understanding of the trust formation process and does not encompass a detailed description of the perceptual mechanisms that would help explain trust formation and allow the design of interventions tailored at targeting trust.
I started by developing a model that explains trust formation and the perceptual mechanisms involved in this process, in which I also incorporate the distinction between intuitive trust and calculative confidence. The Human Factors Interpersonal Trust State Formation Model developed in this thesis helps explain the situational variability of interpersonal trust, a very important characteristic to consider when using the knowledge about trust formation to inform design. This model explains how researchers and practitioners can develop designs and interventions to foster trust based on increasing the perception of trust-building cues.
Similarly, good trust metrics must capture both a measurement of trust between two people and provide information about how each trust cue influences the formation of the trust state. With the intent of incorporating situational sensitivity to a trust metric, I designed the Quick Trust Assessment Scale (QTAS), based on the NASA-TLX structure, using a combination of direct rating of subjective subscales of trust, with a pairwise comparison of each pair of subscales. I evaluated the QTAS using Crombach’s Alpha and Factor Analysis. The results showed high internal validity and identified one component for extraction from the metric, since this component focused on measuring a construct outside the interest of the QTAS. The QTAS is the first trust metric to be developed that includes a component to measure the situational variability of trust.
The next component of this thesis focuses on identifying and testing ways to foster trust in a specific other through electronic communication. To achieve this objective, I initially conducted an ethnographic study to identify how team members foster trust in face-to-face collaborations and which trust cues are most often exchanged. In this study, I identified the effect of a third party on fostering trust (liaison) and five behaviours, or trust building cues, that were most used: recommendation, validation, expertise, social network, and benevolence/willingness to help. These five behaviours were later converted into interface design objects (trust tokens), in the form of badges, to be used in CMCSs and social network environments, acting as surrogates for the missing trust cues. The trust tokens were tested on simulated social network interfaces to identify the effects of multiple latent factors. Results showed that the use of the trust tokens is independent of gender, age, education level, and personality type. However, use was dependent on the type of risk the participants were facing and their cultural background. Although trust tokens are effective in fostering trust behaviour, there was not a unified solution for every type of situation.
In order to further validate the situational dependence of trust decisions, I have evaluated two major variables of interest. Through experimental manipulation, I demonstrated the influence of
(1) situational risk and (2) cultural background on the use of trust cues. These findings are of relevance for the design of systems that support the development of interpersonal trust as they raise the awareness of the highly variable nature of trust. In order for designers, researchers, and practitioners to successfully influence trust behaviour in teamwork environments, they need to include interpersonal trust as a variable of interest in the design requirements of systems that support teamwork, as well as carefully consider the impact of their interventions, as their interventions will influence variably, depending on the situation and target population.
Ultimately, this research program demonstrates the importance of including interpersonal trust as a variable of interest in and as a requirement for the design of systems that support teamwork and collaboration.
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HANG, HA THI NHU, and 河如恒. "On the Success Factors and Assessment of Collaborative Cross-cultural Training Projects." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/19818408529998089415.
Full textAbstract:
碩士樹德科技大學
資訊管理研究所
97
This study describes a collaborative cross-cultural training project for producing Vietnam¬ese middle managers for Taiwanese-invested plants in Vietnam (hereafter called the case project for short). The research problem is twofold: (1) What are the success factors of collaborative cross-cultural training projects? (2) How to assess the success of those projects? Through review of literature, a collaboration model, contextual elements of collaboration, and a collaboration success measurement model are found, which pro¬vide a solid theoretical foundation for this study. The research framework is described from different viewpoints: the collaboration context viewpoint that concerns with the identification the contextual elements of the case project and the collaboration process viewpoint that concerns with the assessment the success of each stage in the case project. Different data collection and analysis methods are used for the three stages. Specifi¬cally, review of literature and observation of the case project are carried out to identify the contextual factors of the case project, focus group is used at the preparation stage to determine the success factors of each stage and to assess readiness of the case project. Structured interviews are used during the implementation stage to elicit intervie¬wees’ perceptions of and feelings about their work and work environment, so that the implementation success of the case project can be assured. Mail questionnaires are used at the post-project stage to track realized benefits of the case project. Longitu¬dinal tracking after the trainees returned to Vietnam and worked at local plants is desira¬ble but is beyond the scope of this study. The sound theoretical foundation and qualita¬tive research methodology enable us to argue that the results of this case study can be extended to all collaborative cross-cultural training projects. Because this cross-cultural training initiative will continue for years to come, funding agencies can apply the assess¬ment methodology developed in this study to project funding decisions as well as project acceptance criteria. The case project could also serve as a lessons-learned for the academia interesting in cross-cultural training. Moreover, the conduct of the case project could well be a paradigm for effective support to the Foreign Direct Investment
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Williams, Jennifer Marie. "Bridging the gap : a collaborative inquiry into the experience of cross-cultural environmental initiatives." 2011. http://hdl.handle.net/10170/517.
Full textAbstract:
The history of colonial settlement and the resulting inequality between First Nations and
Euro-Canadian populations in British Columbia, Canada, has cultivated an “us” and
“them” mentality that fosters and perpetuates mistrust, misunderstandings, and deeply
rooted stereotypes. However, currently there is a desire and necessity for collaboration
between these two populations in environmental initiatives. This is a collaborative study
that uses an ethnographic lens and decolonizing methodologies to engage individuals
with a First Nations background and those with a Euro-Canadian background as coresearchers
and explores their ecological identities and personal experiences working on
cross-cultural environmental initiatives in British Columbia. Findings focus on views of
the current political systems, and cultural literacy in terms of relationships and respect.
Based on the findings, recommendations were co-created in an online forum and offer
guidelines for future environmental cross-cultural collaborative processes including both
personal and systemic level suggestions.
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Ma, Wei-Chun, and 馬維君. "Developing EFL Learners’ Cross-Cultural Awareness in Collaborative Virtual Environments: A Microethnographic Case Study." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/sc569z.
Full textAbstract:
碩士國立東華大學
英美語文學系
101
Language and culture are inseparable. The aim of this study is to discuss how cross-cultural experiences promote cross-cultural awareness in EFL learners during a year online learning program in a collaborative virtual environment. The use of a virtual environment-- Second Life, as a learning platform can stimulate the participants to immerse themselves into the target culture and increase their opportunities to interact with the native speaker by practicing their communicative skills. Three English majored graduate students participated in the cross-cultural learning program with a Canadian instructor in the Eastern part of Taiwan. This study is based on a microethnographic case study and mainly focuses on qualitative data analysis in describing participants’ development of cross-cultural awareness and their attitudes toward the target culture and native English speaker in the learning program. The cross-cultural learning program included role plays, group discussions, debates and experience sharing. The data collection was based on a time-series design and was collected from field observations, video-recordings, the researcher’s journal, in-depth interviews, and participants’ portfolios. Both qualitative and quantitative methods were used in the data analysis. The researcher used C-statistic and single subject research methodology visual analysis to present quantitative data via participants’ portfolios. The utilization of triangulation methods was to increase the validity and reliability of the study. The results indicated that a cross-cultural learning program in a collaborative virtual environment increased the participants’ development of cross-cultural awareness in three aspects: students expanded their knowledge of the target culture; they learned and understood the differences and similarities between the target culture and their own culture; they developed a greater appreciation of their own culture. The collaborative virtual environment enhanced learners to develop their cross-cultural awareness with authentic environments and real opportunities to interact with foreigners. The learners presented positive attitudes when using an authentic virtual environment to experience the target culture and built up their confidence in interacting and communicating with the native speaker via the target language. They all enjoyed learning and obtained valuable cultural knowledge from the native speaker and viewed authentic communication as an ultimate goal of language learning. Furthermore, the collaborative virtual environment was considered to be a rich cultural learning context and a wonderful language learning environment for learners to interact with the native speaker.
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Hwang, Jenny A. Schenck Demmler. "Struggling with location a collaborative qualiltative study of multicultural counseling competence in U.S. Psychology /." 2006. http://etd1.library.duq.edu/theses/available/etd-11302004-114840/.
Full text
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Mdakane, Dumisani Talent. "The role of architecture in the development of indigenous and biomedical collaborative healthcare facilities : designing a joint indigenous and biomedical healthcare centre for Durban." Thesis, 2008. http://hdl.handle.net/10413/9403.
Full textAbstract:
South Africa is currently revitalising the role of Traditional Health Practitioners (THPs) in
the country's healthcare provision. This undertaking is guided by Chinese Traditional
Medicine which is said to be one of the most highly developed traditional healthcare systems
in the world.
Programmes developed by the National Department of Health and other stake holders in the
development of indigenous medicine often need to be accommodated architecturally.
Collaboration with biomedicine is one of the main programmes aimed at empowering
Traditional Health Practitioners of the country.
Accordingly, this dissertation is divided into two sections, both based on the current
undertakings of collaboration between biomedicine and indigenous medicine in South Africa.
Due to the fact that traditional healing systems are less commonly described than
biomedicine, the main focus of this study is indigenous medicine and how architecture could
be influenced by alternative healthcare practices.
The first section (A) is theoretical. It investigates and compares the current architecture that
accommodates THPs in rural and urban areas of KwaZulu-Natal. This unveils social, cultural,
economic and political factors affecting this architectural genre. The aim thereof is to
establish architectural elements to be considered when designing a health care facility for
THPs. Section A also explores the current state of healthcare architecture in the country and
abroad so as to establish the latest challenges to be addressed by the proposed collaborative
healthcare model.
Design principles for collaborative architecture accommodating THPs and biomedical
practitioners in an urban context of South Africa are then be put forward.
Section B incorporates the theories derived from section A, towards the design of a joint
indigenous and biomedical healthcare centre for Durban. It gives specific spatial
requirements for a collaboration between biomedical practitioners and izinyanga.Thesis (M.Arch.)-University of KwaZulu-Natal, Durban, 2008.
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Liphoto, Neo Paul. "The effect of a cross-cultural instructional approach on learnersâ conceptions of lightning and attitudes towards science." Thesis, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3456_1262832622.
Full textAbstract:
This study looks at the effect of a cross-cultural instructional approach on the learners&rsquo
conceptions of lightning and attitude towards science. It explored Basotho conceptions of lightning and thunder under the following themes: nature of lightning, protection against lightning, animalistic/humanistic behaviour of lighting and nature of wounds inflicted by lightning.
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Liphoto, Neo Paul. "The effect of a cross-cultural instructional approach on learners' conceptions of lightning and attitudes towards science /." 2008. http://etd.uwc.ac.za/usrfiles/modules/etd/docs/etd_gen8Srv25Nme4_6811_1262832577.pdf.
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Sondergaard, Celina Stovring. "Implementing a development centre abroad." Master's thesis, 2019. http://hdl.handle.net/10071/19511.
Full textAbstract:
Companies very often establish subsidiaries in other countries in order to find cheaper labour, qualified employees and/or be close to customers. In the IT industry, companies are opening Development Centres abroad, but the talk of implementing a Development Centre is associated with several challenges. As prior literature has not be examined the subject, this dissertation investigate the difficulties that a multinational company faces when implementing a Development Centre abroad and how overcome these difficulties. The study is based on an IT company with headquarter in Denmark, which unsuccessfully has tied to implement a Development Centre in Romania. 28 employees at all levels of the organisation at the headquarters are interviewed in order to investigate what went wrong. The research found a multinational company faces 15 different issues when implementing a Development Centre abroad and suggests several actions ti deal with each of them, The main difficulties discovered include differences in culture, language, institutional conditions, process, and especially difficulties related to physical distance across boarders and resistance from the employees. in order for a company to overcome these difficulties, focus should be put on aligning processes and culture by creating distributed teams, being constantly present at the Development Centre, ensuring face-to-face meetings, establishing lateral networks and having enough people involved in the implementation process. Furthermore, a company should understand the institutional and cultural differences between the sites, be transparent, abolish differential treatments and recruit the right employees.As empresas muitas vezes estabelecem subsidiárias em outros países para encontrar mão de obra mais barata, funcionários qualificados e/ou estar perto de clientes. No setor de IT, as empresas abrem Centros de Desenvolvimento no estrangeiro, mas a tarefa de implementar um Centro de Desenvolvimento está associada a vários desafios. Como a literatura prévia não examinou este assunto, esta dissertação investiga as dificuldades que uma empresa multinacional enfrenta ao implementar um Centro de Desenvolvimento no estrangeiro e como superá-las. O estudo é baseado numa empresa de IT com sede na Dinamarca, que tentou, sem sucesso, implementar um Centro de Desenvolvimento na Romênia. 28 funcionários provenientes de todos os níveis tanto da organização sede como no Centro de Desenvolvimento são entrevistads para investigar o que deu errado. A pesquisa descobriu que uma empresa multinacional enfrenta 15 questões dferentes ao implementar um Centro de Desenvolvimento no estrangeiro e sugere várias ações para lidar com cada uma delas. As principais dificuldades descobertas incluem diferenças de cultura, idioma, contextos institucionais, processo e, principalmente, dificuldades relacioandas à distância física entre fornteiras e resistência dos funcionários. Para que uma empresa supere essas dificuldades, deve-se focar no alinhamento de processos e cultura, criando equipas distribuidas, estando constantemente presente no Centro de Desenvolvimento, garantindo reuniões presenciais, estabelecendo redes laterais e com o envolvimento de pessoas suficientes no processo de implementação. Além disso, uma empresa deve entender as diferenças institucionais e culturais entre os locais, ser transparente, abolir tratamentos diferenciais e recrutar funcionários certos.
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Prammoney, Sharmaine. "A case of informal teacher learning in a secondary school." Thesis, 2011. http://hdl.handle.net/10413/8371.
Full textAbstract:
The purpose of this study was to explore how teacher learning happened informally at the workplace. Another aim was to describe the ways in which informal learning contributes to teacher development. The study also endeavoured to establish if the school supported or hindered informal learning. The method of case study was used to understand how both novice and experienced teachers learn informally in a secondary school. The study examined five teachers’ informal learning experiences in the school by drawing on accounts of the individual teachers’ perceptions and reflections documented in journals, photographs and interviews. The journal entries were used to write narratives which outlined how teachers learnt informally in the workplace. Teachers were asked to take photographs of the places in which they learnt informally. The interviews awarded teachers the opportunity to talk about the photographs they chose to capture. The study found that teachers engage in various forms of informal learning opportunities at school. These opportunities were both planned and unplanned. The research indicated that informal learning is situated. Some of the learning opportunities included being part of a learning community, learning by interacting with colleagues in informal chats and attending meetings. In these instances it was found that teachers learnt with and from others, which is socially. This illustrates collaborative learning in the school. Teachers also engaged in individual learning. It was discovered that the school must provide opportunities for teachers to engage in informal learning. The study considered the various opportunities that existed in the school for teachers to develop and found that such opportunities contributed towards extending teacher knowledge and development. The study found that teachers in the study were willing to take the initiative to seek the learning they thought they required.
The study recommends that informal learning be recognised as an authentic form of teacher learning and development in schools. Further, schools must become sites of learning for teachers by creating, encouraging and sustaining learning opportunities.Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.
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Edmonds, Frances. "‘Art is us’: Aboriginal art, identity and wellbeing in Southeast Australia." 2007. http://repository.unimelb.edu.au/10187/7112.
Full textAbstract:
Aboriginal arts practices in the southeast of Australia have, since the early years of colonisation, been rarely considered within the realm of authentic Aboriginal arts practices. Such attitudes were a reflection of the colonial encounter and associated attempts to assimilate the Aboriginal population with the White. This thesis explores Aboriginal arts practices and asserts that there has always been Aboriginal art in the southeast and that, despite the overwhelming effects of colonisation, the work of Aboriginal artists provides a distinct and definite counter-history to that endorsed by the dominant culture. Using published historical and contemporary accounts and recent interviews from Aboriginal artists and arts workers, this thesis investigates the continuation of the knowledge and practice of southeast Australian Aboriginal art and its connection to culture, identity and wellbeing. It explores the corresponding adaptations and changes to these practices as Aboriginal people contended with the ever-expanding European occupation of the region from 1834 onwards.This project adopted a collaborative research methodology, where members of the Aboriginal arts community were consulted throughout the project in order to develop a study which had meaning and value for them. The collaborative approach combined an analysis of historical data along with the stories collected from participants. By privileging the Aboriginal voice as legitimate primary source material, alternative ways of exploring the history of Aboriginal art were possible. Although the story of Aboriginal art in the southeast is also one of tensions and paradoxes, where changes in arts practices frequently positioned art, like the people themselves, outside the domain of the ‘real’, the findings of this project emphasise that arts practices assist people with connecting and in some cases reconnecting with their communities. Aboriginal art in the southeast is an assertion of identity and wellbeing and reflects the dynamic nature of Aboriginal culture in southeast Australia.
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"Itwestamakewin: the invitation to dialogue with writers of Cree ancestry." Thesis, 2013. http://hdl.handle.net/10388/ETD-2013-03-991.
Full textAbstract:
This study explores the effects of engaging with contemporary dual language texts, specifically Cree texts, as a non-Cree educator intent on using the literature classroom as a place in which to explore cross-cultural communication. It considers how the in/accessibility of meaning when reading across cultural boundaries may be read as a challenge or a bridge for non-Cree readers. An interdisciplinary approach was employed as a research methodology to explore the potential interstices and intersections of Aboriginal epistemologies, decolonizing pedagogies, literary theories, and contemporary dual language texts. In order to begin defining the manner in which one perceives the significance of the code-switching and the varied translation practices within dual language texts, a reader response theory was developed and termed construal inquiry. As a decolonizing pedagogy that employs dialogic engagement with a text, construal inquiry is undrepinned by a self-reflective approach to meaning-making that is grounded in Luis Urrieta, Jr.'s (2007) notion of figured worlds, Jerome Bruner's (1991) model of narrative inquiry, and Mikhail Bakhtin's (1981) concept of heteroglossia.
The research explores a collaborative approach to meaning-making with an awareness of how forms of subjectivities can affect reading practices. Texts that range from picture books to junior novels to autobiographical fiction are examined for the forms in which code-switching, culture, and identity can shape reader response and the dialogic discourse of cross-cultural communication. The research proposes experiential and contextual influences shape reading and interpretation and seeks to engage with how subjectivities affects pedagogical perspective, which negates a singular approach to linguistic and cultural representations and their interpretation.
The research suggests that the complexities of negotiating meaning cross-culturally necessitiates relationship building with community members of the culture represented in a text and that engaging with code-switching in dual language texts using construal inquiry as a decolonizing pedagogy offers an opportunity to transform one's own subjectivity.