Journal articles: 'Cross-cultural engagements'

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Dunne, Nikki. "Feminism & Migration: Cross Cultural Engagements." Gender & Development 21, no. 2 (July 2013): 411–13. http://dx.doi.org/10.1080/13552074.2013.802136.

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Schrire, Carmel. "The Archaeology of Difference: Negotiating Cross-Cultural Engagements in Oceania:The Archaeology of Difference: Negotiating Cross- Cultural Engagements in Oceania." American Anthropologist 105, no. 3 (September 2003): 675–76. http://dx.doi.org/10.1525/aa.2003.105.3.675.2.

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Kumar, Manish, T. Muhammad, and Laxmi Kant Dwivedi. "Assessing the role of depressive symptoms in the association between social engagement and cognitive functioning among older adults: analysis of cross-sectional data from the Longitudinal Aging Study in India (LASI)." BMJ Open 12, no. 10 (October 2022): e063336. http://dx.doi.org/10.1136/bmjopen-2022-063336.

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ObjectiveThe present study aimed to examine the confounding effects of depressive symptoms and the role of gender in the association between social engagement and cognitive functioning among older Indian adults.DesignLarge-scale cross-sectional survey data were analysed.Setting and participantsData from the Longitudinal Aging Study in India (2017–2019) were used in the analysis. The sample included 23 584 individuals aged 60 years and above (11 403 men and 12 181 women).Outcome measuresThe outcome variable was cognitive functioning, which was based on various measures including immediate and delayed word recall, orientation, executive functioning, arithmetic ability and object naming. Social engagement measure consists of marital status, living arrangement, availability of confidant, and participation in indoor games, and social and cultural functions. The Center for Epidemiological Studies-Depression Scale was used to assess depressive symptoms.ResultsSignificant gender differences in mean cognition scores (men: 25.8, women: 21.1; on a scale of 0–43) were observed. Two-way stratification between social engagement and depressive symptoms was significantly associated with cognitive functioning after controlling for selected explanatory factors. Older men with a low level of social engagements had significantly poor cognitive functioning (β=−1.12; 95% CI: −1.53 to –0.72) compared with men with a high level of social engagements. On the other hand, women with a higher level of social engagement performed poorly on cognitive tests (β=−1.54; 95% CI: −2.11 to –0.98) compared with men with higher social engagements. Three-way stratification between social engagement, gender and depressive symptoms suggests that social engagement’s buffering effects are lower in women than in men. The Karlson-Holm-Breen method identified a significant confounding effect of depressive symptoms on the relationship between social engagement and cognitive functioning.ConclusionThe positive association of social engagement with cognitive functioning was significantly confounded by depressive symptoms, suggesting the need for maintaining social relations that help improve mental health and cognitive functioning among older adults.

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Kalafatis, Scott E., Julie C. Libarkin, Kyle Powys Whyte, and Chris Caldwell. "Utilizing the Dynamic Role of Objects to Enhance Cross-Cultural Climate Change Collaborations." Weather, Climate, and Society 11, no. 1 (November 28, 2018): 113–25. http://dx.doi.org/10.1175/wcas-d-17-0115.1.

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Abstract Engagements between climate scientists and communities feature challenges but are also essential for successfully preparing for climate change. This is particularly true for indigenous peoples who are proactively responding to the threats that climate change poses by engaging in collaborations with climate decision-support organizations. The potential for risks and rewards associated with engagements like these makes developing tools for comprehensively, consistently, and equitably assessing cross-cultural climate collaborations a critical challenge. This paper describes a multicultural team’s efforts to develop a survey that can assess collaborations between Native American tribes in the United States and climate science organizations. In the process, the developing survey’s oscillations between acting as a boundary object and acting as an epistemic object in the project revealed common ground as well as existing differences across the cultural, disciplinary, and professional divides involved. Delphi expert elicitation was shown to be an effective approach for negotiating a cross-cultural research effort like this one because of its ability to establish consensus while delineating gaps. This experience highlights that assessing cross-cultural climate collaborations requires that both researchers and the tools that they use have the capacity to identify both common ground and distinctions between climate scientists and the communities with which they collaborate.

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Jeyaraj, Daniel. "Migration and the Making of Global Christianity." International Bulletin of Mission Research 46, no. 2 (January 30, 2022): 247–53. http://dx.doi.org/10.1177/23969393221073984.

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This book documents how Christian migrants from the origins of Christianity until 1500 helped establish Christianity as a world religion. Its sociohistorical methodology identifies and celebrates the contributions of ordinary Christian migrants in cross-cultural and transnational contexts. It argues that Christian missionary engagements are often incorrectly associated with empire and institutional authorities; in reality, however, most of the cross-cultural missionary work was done by ordinary Christian women and men who migrated for various purposes. This book thus embodies a new historiography based on migration, providing ample evidence of the reality, complexity, and relevance of migration for World Christianity.

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Sheppard, W. Anthony. "Continuity in Composing the American Cross-Cultural: Eichheim, Cowell, and Japan." Journal of the American Musicological Society 61, no. 3 (2008): 465–540. http://dx.doi.org/10.1525/jm.2008.61.3.465.

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Abstract Japanese music has repeatedly served as an exotic model for those American composers seeking “ultra-modern” status. Henry Eichheim's and Henry Cowell's engagements with Japan offer rich case studies for reconsidering our common critical approaches to cross-cultural works, prompting us to question the temporal, geographic, generic, and high/low boundaries typically employed in modernist taxonomy. I find that attempts to employ categorically such terms as “appropriation” and “influence” and “modernist” and “post-modernist” in evaluating cross-cultural compositions limits our experience of such works and that specific examples tend to demonstrate the full contradictory and multifaceted nature of musical exoticism. I turn first to the impact of literary japonisme and travel on Eichheim and consider his aesthetic and didactic motivations. The writings of Lafcadio Hearn provided Eichheim with ready-made impressions of Japan and directly shaped his compositional responses. I note the influence of gagaku and shōō pitch clusters and briefly compare Eichheim's work with that of Hidemaro Konoye (Konoe). I then chronicle Cowell's lifelong encounters with Japanese music, focusing on his study of the shakuhachi with Kitaro Tamada, his experiences at the 1961 Tokyo East-West Music Encounter Conference, and his collaboration with the koto performer Kimio Eto, which reveal the limits of Cowell's embrace of musical hybridity. I argue that Cowell's mature Japanese-inspired works should be considered within the context of American Cold War cultural diplomacy and contemporaneous works of popular, jazz, and film music.

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Bik, Olof, and Reggy Hooghiemstra. "Cultural Differences in Auditors' Compliance with Audit Firm Policy on Fraud Risk Assessment Procedures." AUDITING: A Journal of Practice & Theory 37, no. 4 (January 1, 2018): 25–48. http://dx.doi.org/10.2308/ajpt-51998.

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SUMMARY Internationally operating audit firms rely heavily on global firm policies and audit methodologies to ensure consistency of audits across the globe. However, cultural differences are likely to affect auditors' compliance with such firm-wide systems of control. In this study we use proprietary data from a Big 4's internal quality reviews, involving 1,152 audit engagements from 29 countries, to assess the impact of cross-national cultural differences on auditors' compliance (or not) with the firm's policy in a specific yet crucial and culturally susceptible area of the audit process: fraud risk assessment procedures. We find that collectivism and societal trust are negatively associated, while religiosity is positively associated with compliance with global firm policy. However, we do not find evidence that compliance and power distance are associated. Overall, our findings suggest that cross-national differences in auditors' compliance with global audit firm methodology (or not) are associated with cross-national cultural differences. An implication of our findings is that a uniform local application of global audit methodologies may remain an illusion unless different, targeted approaches for different regions in the world are considered.

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Valderrama Pineda, Andrés Felipe, Richard Arias-Hernández, María C. Ramírez, Astrid Bejarano, and Juan C. Silva. "The Borders of Engineers Without Borders: A Self-Assessment of Ingenieros Sin Fronteras Colombia." International Journal of Engineering, Social Justice, and Peace 1, no. 1 (May 24, 2012): 18–30. http://dx.doi.org/10.24908/ijesjp.v1i1.3191.

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This article results from a process of self-assessment within Ingenieros Sin Fronteras Colombia (ISFC). The activities usually referred to as humanitarian engineering, assistive engineering, engineering for aid, and/or engineering for development are increasingly involving educational frameworks, activities, and institutions in service-learning schemes. In this article, we discuss the issues and challenges that arise from this combination of objectives, activities, and institutional settings, especially when these approaches are implemented in the Global South. To do so we reflect on the type of service learning we are conducting in Colombia. We develop a general service learning in engineering typology to situate our work. We find that our Local Learning in the South collaboration makes the work of ISFC both different than and similar to other service-learning engagements. It is different in the sense that local engagements do not experience the cultural and language barriers faced by cross-cultural projects. It is similar in the sense that, with the exception of the cross-cultural challenges, our projects run the same risks as any other service learning in engineering projects in the world. To reflect on these risks we propose a set of five questions to self-assess our work. Thinking about the choice of naming our work “ingeniería sin fronteras” (engineering without borders), we consider what kind of borders we are dealing with and propose five: financial, epistemic, engineering educational, knowledge, and reputation. We invite other organizations to question the kind of borders their work aims at eliminating but risks replicating.

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Coppola, Rick, Rebecca Woodard, and Andrea Vaughan. "And the Students Shall Lead Us: Putting Culturally Sustaining Pedagogy in Conversation With Universal Design for Learning in a Middle-School Spoken Word Poetry Unit." Literacy Research: Theory, Method, and Practice 68, no. 1 (August 19, 2019): 226–49. http://dx.doi.org/10.1177/2381336919870219.

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This case study explores how a research-practice partnership worked to cross-pollinate culturally sustaining pedagogy (CSP) and Universal Design for Learning (UDL) over the course of a 9-week spoken word poetry unit in a seventh-grade classroom. The unit reflected CSP’s commitment to linguistic, literate, and cultural pluralism (e.g., centering culture- and identity-focused writing) while also intentionally embedding principles of UDL (e.g., multiple means of representation, action, expression, and engagement). The analysis examines how and why some students in this classroom centered dis/ability in their poetry writing and how the design and implementation of the unit invited more complex understandings of cultures and identities. Findings suggest that CSP supported students in making their identities more visible in the classroom, while the integration of UDL principles eliminated barriers for participation. Both were integral in focal students’ engagements with aspects of their identities throughout the unit. Ultimately, the unit’s design facilitated the movement of the focal students from the periphery to more centripetal roles within the classroom community.

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Mansouri, Fethi, and Maša Mikola. "Crossing Boundaries: Acts of Citizenship among Migrant Youth in Melbourne." Social Inclusion 2, no. 2 (August 20, 2014): 28–37. http://dx.doi.org/10.17645/si.v2i2.164.

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This paper focuses on how migrant youth in Melbourne with experience of direct or indirect migration negotiate cross-cultural engagements and tensions between family, community and the greater society in which they are supposed to participate as political subjects. It examines whether the meaning and interpretation of citizenship in Australia allows migrant youth to act as full and active citizens with all the contradictions and difficulties inherent in acting as “a bridge between two worlds”. By voicing the personalised journeys of young people dealing with uneasy questions of displacement, identity and belonging, this paper examines the complex ways through which migrant youth negotiate and in some cases bridge intercultural tensions within a multicultural society.

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Savage, Mike, and Elizabeth B. Silva. "Field Analysis in Cultural Sociology." Cultural Sociology 7, no. 2 (May 29, 2013): 111–26. http://dx.doi.org/10.1177/1749975512473992.

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The idea of field analysis has been championed as an alternative to ‘variable based’ accounts of social life, and offers the potential for cross-fertilization with complexity theory and forms of ‘descriptive’ research. Yet, the Bourdieusian roots of field analysis pose challenges as well as advantages, given the widespread critique of reductionist elements in Bourdieu’s thinking. This introduction to the special issue lays out how Bourdieu conceives of field analysis and some of the ambivalences this might give rise to. The papers in this special issue explore through worked examples how field analysis might be radicalized and made more dynamic. We focus on three main issues: (1) understanding emerging field dynamics which challenge the influential model that Bourdieu uses in Distinction, (2) showing the potential for comparative analysis and (3) recognizing the role of materiality in cultural relations. The papers collected here allow for varied engagements with the theoretical underpinnings of the classical formulations of field theory, via empirical analyses of both ‘established’ and ‘new’ fields to explore the trajectories of possible developments in field analysis.

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Njoroge, Peris, Amollo Ambole, Daniel Githira, and George Outa. "Steering Energy Transitions through Landscape Governance: Case of Mathare Informal Settlement, Nairobi, Kenya." Land 9, no. 6 (June 23, 2020): 206. http://dx.doi.org/10.3390/land9060206.

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Poor households in urban informal settlements face a big challenge in accessing clean energy for cooking, heating, and lighting. We use Kenya’s Mathare informal settlement as a landscape site to better understand how cross-sector collaboration can enhance access to sustainable energy in informal settlements. We also demonstrate that academics are well-placed in facilitating multi-stakeholder engagements between community members, experts, and policy actors. This is pursued by drawing on the results of two energy research projects (CoDEC and AfriCLP). We employ a landscape governance framework to re-conceptualise the findings from the CoDEC and AfriCLP projects. Specifically, we use the ecological, socio-cultural, and political dimensions of landscape governance to discuss the relationships between energy demands and other landscape issues in the case study. In conclusion, the paper recommends landscape governance as a promising approach for integrating energy issues with other competing landscape interests, while also encouraging cross-sector collaboration.

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Lee, Lina, and Alfred Markey. "A study of learners’ perceptions of online intercultural exchange through Web 2.0 technologies." ReCALL 26, no. 3 (March 19, 2014): 281–97. http://dx.doi.org/10.1017/s0958344014000111.

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AbstractThis paper reports a Spanish-American telecollaborative project through which students usedTwitter, blogs and podcasts for intercultural exchange over the course of one semester. The paper outlines the methodology for the project including pedagogical objectives, task design, selection of web tools and implementation. Using qualitative and quantitative data collection, the study explored how the application of Web 2.0 facilitated cross-cultural communication. How the use of digital technology affected the way in which the students viewed intercultural learning and peer feedback was examined. The findings showed that students viewed the online exchange as a superb venue for intercultural communication with native speakers. Through social engagements, students not only gained cultural knowledge but also became more aware of their own beliefs and attitudes toward their own culture. In addition, discussions on topics of tangible and intangible cultures afforded the opportunity to raise students’ awareness of cultural norms and practices. Peer feedback helped learners increase lexical knowledge, prevent language fossilization, and acquire native-sounding discourse. The study suggests that allocating sufficient time to complete each task and making personal commitment to online contributions are essential to successful intercultural exchanges.

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Pellicer-Ortín, Silvia. "Transitional Women in the Transnational Era: Female Voices through Art." European Review 26, no. 1 (November 10, 2017): 50–66. http://dx.doi.org/10.1017/s1062798717000357.

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This article supports the belief that transnational and glocal mechanisms have drastically affected identity and memory formation processes; thus, very diverse memories regarding complex episodes of migration or trauma are currently regarded as connected through multidirectional and cross-cultural patterns. Drawing on the fields of Trauma and Memory Studies, which consider the therapeutic role of art to represent and abreact troubled individual and collective experiences, the new hybrid identities born from this exchange and relationality have proved to demand new forms of representation. In particular, numerous groups of transitional women have recently fostered transnational engagements of womanhood through their creative works. Thus, some contemporary examples will be provided to show how art can be an empowering tool for contemporary transitional women to acquire a voice as well as a promoter of empathy for the modern glocal subject.

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Weiman-Kelman, Zohar. "Yiddish Sexology." GLQ: A Journal of Lesbian and Gay Studies 29, no. 1 (January 1, 2023): 77–90. http://dx.doi.org/10.1215/10642684-10144421.

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While much has been written about the pathologizing of Jewish bodies by European sexologists, and while the role of Jewish scholars in the study of deviance has been recognized, next to nothing has been written about how European Jews theorized their own sex, in their own deviant tongue. This article proposes to rectify this lack by turning to a completely neglected body of work: sexology written in Yiddish. Yiddish sexology, produced globally across the first half of the twentieth century, reveals an array of new imaginaries of corporeality and sociality, coming from diverse transnational Jewish communities and reflecting varying engagements with the emergent science of sex. This article focuses on the work of one doctor, Leonard Landis, working at the turn of the twentieth century in New York, who was by far the most prolific (and controversial) author of Yiddish sexology and yet remains entirely unstudied. Recovering his unique voice and exposing some of its intricate intertextual and cross-cultural dialogues, this article argues for the vitality of including Yiddish sexology within global histories of sexuality.

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Testa, Alessandro, Tobias Köllner, Agata Ładykowska, Simion Pop, Giuseppe Tateo, Jason Baird Jackson, Ullrich Kockel, Mairéad Nic Craith, and Viola Teisenhoffer. "Reviews." Anthropological Journal of European Cultures 30, no. 2 (September 1, 2021): 141–63. http://dx.doi.org/10.3167/ajec.2021.300211.

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Milena Benovska (2021), Orthodox Revivalism in Russia: Driving Forces and Moral Quests (London: Routledge), ix + 193 pp., hbk. £120, ISBN 978036747420-1.Tobias Köllner (2021), Religion and Politics in Contemporary Russia: Beyond the Binary of Power and Authority (London: Routledge), 165 pp., ISBN: 978-1-138-35468-5Giuseppe Tateo (2020), Under the Sign of the Cross: The People’s Salvation Cathedral and the Church Building Industry in Postsocialist Romania, (Oxford-New York: Berghahn), 243pp., ISBN:978-1-78920-858-0, $120.00/£89.00Tornike Metreveli (2020), Orthodox Christianity and the Politics of Transition: Ukraine, Serbia and Georgia (London: Routledge), 196 pp., $120.00, ISBN 9780367420079.Valdimar Tr. Hafstein and Martin Skrydstrup (2020), Patrimonialities: Heritage vs. Property (Cambridge: Cambridge University Press), 102 pp., $20.00, ISBN 9781108928380.Modeen, Mary and Iain Biggs (2021), Creative Engagements with Ecologies of Place: Geopoetics, Deep Mapping and Slow Residencies (London: Routledge). 258pp; 71 colour illustrations; ISBN Hb 9780367545758, £120.00; ISBN ebook 9781003089773, £25.89Samantha Walton (2020), The Living World: Nan Shepherd and Environmental Thought (London: Bloomsbury Academic) ISBN 1350153389 and 978-1-3501-5322-6, 210 pp. £90.00Jone Salomonsen, Michael Houseman, Sarah M. Pike and Graham Hervey (eds.) (2021), Reassembling Democracy: Ritual as a Cultural Resource (London: Bloomsbury Academic), 249pp., Open Access, DOI 10.5040/9781350123045, Paperback: £28.99

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TRUSCHKE, AUDREY. "Dangerous Debates: Jain responses to theological challenges at the Mughal court." Modern Asian Studies 49, no. 5 (February 27, 2015): 1311–44. http://dx.doi.org/10.1017/s0026749x14000055.

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AbstractIn the late sixteenth and early seventeenth centuries, Jain leaders faced a series of religious questions at the royal Mughal court. At the request of their imperial Muslim hosts, Jain representatives discussed aspects of both Islam and Jainism on separate occasions, including the veracity of Islam, whether Jains are monotheists, and the validity of Jain asceticism. The Mughals sometimes initiated these conversations of their own accord and at other times acted on the prompting of Brahmans, who had political and religious interests at stake in encouraging imperial clashes with Jain leaders. Jain authors recorded these exchanges in numerous Sanskrit texts, which generally remain unknown to Mughal historians and Sanskrit scholars alike. I examine the Jain accounts of these cross-cultural debates and expound their political, religious, and intellectual implications. These engagements showcase how the Mughals negotiated religious differences with diverse communities in their kingdom. Furthermore, the Sanskrit narratives of these dialogues outline complex theological visions of how Jain beliefs and practices could thrive within a potentially hazardous Islamicate imperial order. More broadly Jain and Mughal discussions provide rich insight into key developments in religious precepts and local identities in early modern India.

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Ghani, Nazifa Abd, Poh-Chuin Teo, Theresa C. F. Ho, Ling Suan Choo, Beni Widarman Yus Kelana, Sabrinah Adam, and Mohd Khairuddin Ramliy. "Bibliometric Analysis of Global Research Trends on Higher Education Internationalization Using Scopus Database: Towards Sustainability of Higher Education Institutions." Sustainability 14, no. 14 (July 19, 2022): 8810. http://dx.doi.org/10.3390/su14148810.

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Sustainability in education has continued to evolve, which in turn creates a research niche that is able to provide greater opportunities for interaction between Higher Education Institutions (HEIs) and their surroundings. Internationalization of higher education is one of the new forms of engagements in higher education for ensuring sustainability. This study seeks to understand the research in higher education internationalization on publication outcomes, co-authorships between authors and similar countries, and co-occurrences of author keywords. This can provide valuable opportunities in expanding collaborative networks to impart global perspectives into teaching, learning, and research development. For this purpose, a bibliometric analysis was carried out to identify a total of 1412 journal articles from between 1974 to 2020 using information taken from the Scopus database. The research wraps up similarities on the growth of research, with the United Kingdom, United States, Australia, China and Canada emerging as among the countries that publish the most. There is a growing popularity of the term ‘higher education internationalization’ as part of the global new trends of cross-cultural study in transnational education. Finally, this study calls for future research programs with a concern in developing the intercultural communication of graduate students for global competence skills towards sustainability of HEIs.

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Mendlovitz, Saul H. "Struggles for a Just World Peace: A Transition Strategy." Alternatives: Global, Local, Political 14, no. 3 (July 1989): 363–69. http://dx.doi.org/10.1177/030437548901400307.

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Over the past 20 years, Saul H. Mendlovitz has been actively engaged in research, teaching, dialogue, advocacy, and political action in the struggles for a just world peace. Recently, he has been involved in the work of the Committee for a Just World Peace (CJWP). The CJWP's primary purpose is stimulating various grass-roots, social action, and citizen movements throughout the globe to interact in ways which will contribute to the formation of a global social movement in the struggles for a just world peace. More recently, with his initiative, the World Order Models Project in collaboration with the Soviet Political Science Association and with the cooperation of four institutes in Chile, India, Japan, and the United States, embarked on a new project called “The Coming Global Civilization: Challenges to Polity.” The project seeks to develop cross-cultural and multidisciplinary perspectives on the coming global civilization, to analyze the consequent challenges to existing forms of polity, and to articulate both a normative vision and practical guidelines for action in a period of rapid transition. This essay is a result of these various engagements. We publish it here in the hope that it will encourage further dialogue and generate some response.

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Pimpa, Nattavud. "ENTREPRENEURSHIP EDUCATION: THE LEARNING CONUNDRUM IN THE TRANSNATIONAL CONTEXT." Humanities & Social Sciences Reviews 7, no. 5 (October 10, 2019): 503–9. http://dx.doi.org/10.18510/hssr.2019.7557.

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program co-offered by two partners from Australia and Singapore, as well as, to understand challenges in the management of transnational entrepreneurship education programs. Methodology: Qualitative approach was adopted in this study. The data were collected, using a personal interview, from twenty-one students in the transnational entrepreneurship education program. We focus on what Singaporean students identified as challenges in learning in the transnational entrepreneurship education program in the Australian context from the Singaporean view. Findings: Issues regarding pedagogical in the transnational program, host and home countries’ factors, and learning and teaching experiences are reported as the key challenges. In fact, this study unfolds the complexity of the management of transnational entrepreneurship education, engagements among students from different locations, and cross-cultural bias in the management of the program, people, and learning. Applications: It is suggested that addressing these challenges requires managers of transnational entrepreneurship education programs to consider issues of power and inequality inherent in teaching partnerships, and the mindset change needed to develop global perspectives. Novelty/Originality: This study unfolds challenges of transnational education program, by examining the nature of students in the entrepreneurship education (EE) programs. EE is unique, due to its nature and approaches in learning and teaching.

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Solodka, Anzhelika, Oksana Filatova, Oksana Hinkevych, and Oleksandr Spanatiy. "Cross-cultural Language Learning: Interpretative Engagement." Arab World English Journal 12, no. 3 (September 15, 2021): 82–96. http://dx.doi.org/10.24093/awej/vol12no3.6.

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Conceptualization of foreign language teaching as a cross-cultural interaction means engaging learners in various cultural mediations. Language use becomes a form of interpretative architecture of a target language. Understanding language use from a discursive perspective develops meta-pragmatic awareness and interpretative capacities of learners. The study answers the question of how to design the architecture of context analysis. This research aims to determine the effective ways of interpretative engagement of learners with aspects of pragmatics in the Ukrainian university setting. The study investigates how the process of interaction shapes the engagement of learners in practices of noticing, reflection, and comparison of cross-cultural situations. The data came from a case study on cross-cultural language learning within the second semester, 2021. The study analyzes the audio-recording of the classes, researcher notes, and post-course interviews of 24 participants. This research used a method of the content analysis. The study of the results, based on six categories (narrative analysis, discourse analysis, semiotic analysis, interpretative analyses, conversation analysis, and critical analysis), showed that the learners started to consider the nature of their cross-cultural mediation. The research proved that through such an interpretative engagement, students become engaged into working with languages and cultures. The study presents some recommendations for language teachers to create a meaning-making process from multiple perspectives.

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Braun, Tomasz. "THE QUASI-LEGISLATIVE MEASURES OF INTERNATIONAL CORPORATIONS." International Journal of Legal Studies ( IJOLS ) 6, no. 2 (December 31, 2019): 113–35. http://dx.doi.org/10.5604/01.3001.0013.7412.

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The contemporary impact of international corporates on individuals and societies is obvious and multifaced. It manifests in various ways. The multinationals determine individual and collective tastes, needs and customs. Firstly, they do it through the supply of goods and services. But there is also a second – quasi-legislative layer of this. They shape their environment through the soft norms they issue. The researches prove that socio-cultural changes are both: created and addressed by international corporates that actively participate informing them by regulating lives of individuals and the entire societies. At the bottom of this phenomenon is the question if the measures introduced by them can be seen as the (soft) type of laws or not. The findings are undoubted: they are the norms of a trans-border impact, they cross the jurisdictional boundaries. A matter of scientific reflection is our ability to fully understand and assess this impact? It appears clear is that this impact changes the economic behaviors and the social expectations. It also has a strong cultural dimension. Moreover, it may influence the politics – we witness the situation where the way the international corporations act (or just tolerate some actions) has an impact on shifting political powers. Of course, there are also plenty of good examples of the corporates engagements like public pledges that raise quality of peoples’ lives or limit the nature imprint, CSR activities, codes of ethics that promote desired behaviors across the cultures etc. The lawyers’ question is whether the norms (global standards, published principles, policies, codes of conduct, instructions, recommendations, guidelines, terms of reference, manuals etc.) introduced by mighty international corporates are laws or non-laws. If indeed they are informal laws, the corporates’ law-making is hardly controlled given the limited reach of states versus the international coverage of the corporates.

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Shcheglova, I. A. "CROSS-CULTURAL COMPARISON OF STUDENTS’ ACADEMIC ENGAGEMENT." University Management: Practice and Analysis 22, no. 3 (2018): 155–64. http://dx.doi.org/10.15826/umpa.2018.03.034.

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Hassel, Craig Alan. "Cultural Diversity and Critical Dietetics: A Scholarship of Cross-Cultural Engagement." Critical Dietetics 3, no. 2 (December 31, 2016): 23–31. http://dx.doi.org/10.32920/cd.v3i2.1002.

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As every human society has developed its own ways of knowing nature in order to survive, dietitians can benefit from an emerging scholarship of “cross-cultural engagement” (CCE). CCE asks dietitians to move beyond the orthodoxy of their academic training by temporarily experiencing culturally diverse knowledge systems, inhabiting different background assumptions and presuppositions of how the world works. Although this practice may seem de- stabilizing, it allows for significant outcomes not afforded by conventional dietetics scholarship. First, culturally different knowledge systems including those of Africa, Ayurveda, classical Chinese medicine and indigenous societies become more empathetically understood, minimizing the distortions created when forcing conformity with biomedical paradigms. This lessens potential for erroneous interpretations. Second, implicit background assumptions of the dietetics profession become more apparent, enabling a more critical appraisal of its underlying epistemology. Third, new forms of post-colonial intercultural inquiry can begin to develop over time as dietetics professionals develop capacities to reframe food and health issues from different cultural perspectives. CCE scholarship offers dietetics professionals a means to more fully appreciate knowledge assets that lie beyond professionally maintained parameters of truth, and a practice for challenging and moving boundaries of credibility.

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Gresham, Ruth. "Trusting relationships: a key for cross-cultural engagement." Journal of Higher Education Policy and Management 34, no. 5 (October 2012): 491–501. http://dx.doi.org/10.1080/1360080x.2012.715998.

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Cravens, Xiu, and Timothy Drake. "From Shanghai to Tennessee." International Journal for Lesson and Learning Studies 6, no. 4 (October 9, 2017): 348–64. http://dx.doi.org/10.1108/ijlls-12-2016-0062.

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Purpose The purpose of this paper is to document a three-year international project aimed to improve the capacity of participating schools and districts in implementing and scaling Teacher Peer Excellence Groups (TPEGs). The TPEG model involves teams of teachers organized by subject matter or grade levels, deeply engaged in communities of practice for instructional improvement. It facilitates the professionalization of teaching through the de-privatization of teacher practice, collaborative planning, giving and receiving actionable feedback, and holding one another accountable for implementing improvement measures. Design/methodology/approach The project is a collaborative partnership between US and Chinese universities and school districts in Tennessee and Shanghai. Mixed-method approaches were used to track the development and implementation of the TPEG model in 27 pilot schools in six Tennessee districts from 2013 to 2016. Data were collected through school site visits, lesson-planning documents, classroom observations, focus groups, interviews, and teacher and principal surveys. Findings This paper compiles the key findings from multiple research studies and program reports about the TPEG project. Findings provide encouraging evidence that, given sufficient support and guidance, teachers can construct productive learning communities. The results show consistent positive and statistically significant result across all three key signposts for effective communities of practice – increases in instructional collaboration, comfort with deprivatized teaching practice, and engagement in deprivatized teaching practice. These findings hold after controlling for key enabling conditions and school characteristics. Qualitative analyses provide a rich and nuanced picture of how TPEGs were doing after the implementation grants. Participating schools reported a full range of engagements in TPEGs, and emphasized the role of school leadership in facilitating and supporting teachers to lead and participate in TPEGs. Originality/value The TPEG project provides a valuable case study to address the benefits, concerns, and potential risks associated with cross-cultural learning of effective instructional practices. Findings from the three-year process highlight the key steps of cultivating the necessary culture and expertise to support, implement, and sustain effective TPEGs school-wide and district-wide. It also underscores the necessity of developing and customizing tools and resource kit for supporting this work such as observation protocols, feedback guides, and examples of timetables to conduct TPEG activities.

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Lawrence, Jill. "Two Models for Facilitating Cross-cultural Communication and Engagement." International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 6, no. 6 (2007): 73–82. http://dx.doi.org/10.18848/1447-9532/cgp/v06i06/39288.

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Wang, Xuequn, and Zilong Liu. "Online engagement in social media: A cross-cultural comparison." Computers in Human Behavior 97 (August 2019): 137–50. http://dx.doi.org/10.1016/j.chb.2019.03.014.

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Nyman Gomez, Christian, and Björn Berg Marklund. "Games for Cross-Cultural Training." International Journal of Serious Games 5, no. 4 (December 18, 2018): 81–98. http://dx.doi.org/10.17083/ijsg.v5i4.259.

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This paper studies whether a board game can effectively raise awareness of cultural differences and their impacts on everyday life. Furthermore, the paper compares whether a board game might achieve this goal more efficiently, or differently, than more traditional ‘open discussion’ exercises. To conduct this study, a board game that present players with cultural dilemmas was designed and developed based on a comparative model of individualistic and collectivistic cultures. The game’s ability to generate discussion and engagement with cross-cultural topics was evaluated and compared with traditional discussion exercises in a series of experimental studies conducted in SFI (Swedish For Immigrants) classrooms. A follow-up survey was also conducted to compare long-term effects between the board game and the traditional discussion exercise. Results indicate that the game benefited participants’ discussions and reflections regarding cultural awareness directly after the game session, and that they retained their attitudes and perceptions of cultural awareness better than participants of the non-game exercise.

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Li, Manyu, Hung-Chu Lin, Liman Man Wai Li, and Irene Hanson Frieze. "Cross-Cultural Study of Community Engagement in Second-Generation Immigrants." Journal of Cross-Cultural Psychology 50, no. 6 (May 13, 2019): 763–88. http://dx.doi.org/10.1177/0022022119846558.

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Shcheglova, I. A. "A Cross-Cultural Comparison of the Academic Engagement of Students." Russian Social Science Review 60, no. 4 (July 4, 2019): 314–27. http://dx.doi.org/10.1080/10611428.2019.1654315.

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Shcheglova, I. A. "A Cross-Cultural Comparison of the Academic Engagement of Students." Russian Education & Society 60, no. 8-9 (September 2, 2018): 665–81. http://dx.doi.org/10.1080/10609393.2018.1598163.

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Wehlburg, Catherine M., Sarah Ruffing Robbins, Rachel Chapman Daugherty, and Ashley Taylor Hughes. "GlobalEX: Creating a Collaborative Initiative for Enhancing Cross Cultural Engagement." Innovative Higher Education 44, no. 6 (August 20, 2019): 453–67. http://dx.doi.org/10.1007/s10755-019-09479-5.

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Carnegie, Elaine, Anne Whittaker, Carol Gray Brunton, Rhona Hogg, Catriona Kennedy, Shona Hilton, Seeromanie Harding, Kevin G. Pollock, and Janette Pow. "Development of a cross-cultural HPV community engagement model within Scotland." Health Education Journal 76, no. 4 (January 23, 2017): 398–410. http://dx.doi.org/10.1177/0017896916685592.

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Tsang, A. Ka Tat, Marion Bogo, and Eunjung Lee. "Engagement in Cross-Cultural Clinical Practice: Narrative Analysis of First Sessions." Clinical Social Work Journal 39, no. 1 (March 3, 2010): 79–90. http://dx.doi.org/10.1007/s10615-010-0265-6.

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Dzhusupov, Mahanbet. "Interlingual and cross-cultural inter engagement: meaning, word, psucho-image, interference." Philological Sciences. Scientific Essays of Higher Education, no. 5 (September 2016): 22–34. http://dx.doi.org/10.20339/phs.5-16.022.

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Nqweni, Zinziswa C., Ellen E. Pinderhughes, and Sean Hurley. "Delinquent Adolescents' Regrettable Behaviours and Parental Engagement: A Cross-cultural Comparison." Journal of Psychology in Africa 20, no. 2 (January 2010): 249–57. http://dx.doi.org/10.1080/14330237.2010.10820373.

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Arbino, Daniel. "“Together We’re Strong:” Cross-Cultural Solidarity in Angie Cruz’s Dominicana." Latin American Literary Review 49, no. 99 (September 9, 2022): 30–39. http://dx.doi.org/10.26824/lalr.250.

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In this article, I examine how Dominican American author Angie Cruz’s novel Dominicana (2019) uses the bildungsroman genre to point to cross-cultural solidarity, or different communities working in tandem, to contest hegemonic discourse. Cruz’s take on a bildungsroman has an interesting inflection that juxtaposes learning and unlearning in two different societies (Dominican and American) where lessons do not inform each other. Because Cruz's main protagonist Ana’s sense of Self develops alongside her civic engagement, I argue that it is useful to think of Dominicana as a feminist bildungsroman. Along with her brother-in-law César, Ana searches for change through relationality and intercultural empathy as vehicles toward larger community engagement that shares a common plight. Due to her peripheral positionality as an undocumented, non-English-speaking Person of Color in 1960s New York, she finds a location of identity within an alternative community of African American and white protestors, whose intersection is of class and political beliefs. My goal is not to overlook or minimize differences between groups, differences that have, at times, been contentious, but rather to emphasize that Cruz’s sense of belonging is guided by increased engagement in alternative communities that share in her alienation. Utilizing a theoretical lens grounded in the works of Jill Toliver Richardson, Rita Felski, and Amy Cummins and Myra Infante-Sheridan, I conclude that for Cruz, intercultural empathy and alternative communities are viable paths toward resisting the American national community that presents itself as an unattainable model of assimilation.

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Roll, Lara Christina, Oi-ling Siu, Simon Y. W. Li, and Hans De Witte. "Job insecurity: cross-cultural comparison between Germany and China." Journal of Organizational Effectiveness: People and Performance 2, no. 1 (March 9, 2015): 36–54. http://dx.doi.org/10.1108/joepp-01-2015-0002.

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Purpose – The recent economic crisis gave rise to job insecurity and had a seemingly greater effect on western than eastern countries. The purpose of this paper is to examine cross-cultural differences of the influence of job insecurity on employees’ wellbeing, innovative work behaviour (IWB) and safety outcomes in the form of attention-related cognitive errors (ARCES) in Germany as compared to mainland China. Design/methodology/approach – Samples from both Germany and China rate their job insecurity, work engagement, burnout, IWB and ARCES in a survey. Findings – For both German and Chinese employees there was an indirect relationship between job insecurity and ARCES through burnout. In the German sample, there was an indirect relationship between employees’ job insecurity and IWB through work engagement. In contrast, the Chinese sample only showed the direct relationship between quantitative job insecurity and IWB, but not a mediation effect. Practical implications – For organizations to be effective and their employees to work safely, it is essential to understand the nature and process of job insecurity in different national contexts. Originality/value – The present research is unique by relating job insecurity to employee’ innovation on the one hand and safety outcomes on the other. Furthermore, these relationships are examined in the cultural contexts of Germany and China, contributing to the gap of research carried out in eastern contexts.

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He, Guohua, Ran An, and Feng Zhang. "Cultural Intelligence and Work–Family Conflict: A Moderated Mediation Model Based on Conservation of Resources Theory." International Journal of Environmental Research and Public Health 16, no. 13 (July 6, 2019): 2406. http://dx.doi.org/10.3390/ijerph16132406.

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This study aims to explore the influence mechanism of cultural intelligence on work–family conflict for Chinese expatriates in cross-cultural non-profit organizations. Drawing on conservation of resources theory, this longitudinal study (six-month time lag) is the first to examine cultural intelligence as an antecedent of work–family conflict. The study also examines the mediating role of work engagement and the moderating role of leader–member exchange (LMX) in the cultural intelligence and work–family conflict relationship. The sample comprises 206 expatriate Chinese language teachers working at 45 Confucius Institutes in the US, Canada, and Russia. Results show that cultural intelligence not only reduces work–family conflict but also promotes expatriates’ work engagement. The higher the work engagement, the higher the work–family conflict experienced by expatriates. LMX moderates not only the positive relationship between work engagement and work–family conflict but also the indirect effect of cultural intelligence on work–family conflict through work engagement. Thus, the indirect effect of cultural intelligence on work–family conflict through work engagement is stronger with low (compared to high) LMX. This study’s findings provide implications for managers of cross-cultural non-profit organizations to better understand and solve expatriates’ work–family conflict problem.

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Kim, Kyungmin, Jeffrey Burr, Gyounghae Han, and Bon Kim. "CHILDHOOD AND MIDLIFE CULTURAL ENGAGEMENT AMONG KOREAN MARRIED COUPLES." Innovation in Aging 6, Supplement_1 (November 1, 2022): 192. http://dx.doi.org/10.1093/geroni/igac059.767.

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Abstract Cultural reproduction theory posits that cultural resources transmit to the next generation, suggesting a lingering effect of parental influences on cultural experiences in adulthood. Further, middle-aged adults’ cultural engagement may not only be influenced by their own childhood experiences but also their spouses’ experiences. This study extends our understanding of childhood and midlife cultural engagement of married couples, using a sample of 1,271 couples (age 49–66) from the 2012 Korean Baby Boomer Panel Study and Korean Forgotten Generation Study. Results from Actor Partner Interdependence Models showed that beyond one’s own childhood cultural engagement, spouse’s childhood cultural engagement was associated with levels of perceived cultural engagement at midlife (for both husbands and wives) and number of arts and cultural activities at midlife (only for husbands). Given the cross-spousal associations in cultural engagement among Korean middle-aged couples, both spouses’ cultural resources need to be considered for policy implications.

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Frenette, Micheline, and Marie-France Vermette. "Young adults and the digital public sphere: a cross-cultural perspective." Comunicação e Sociedade 23 (November 25, 2013): 36–55. http://dx.doi.org/10.17231/comsoc.23(2013).1612.

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This paper deals with the engagement of young adults in the digital public sphere and attempts to identify some important issues related to the phenomenon as well as some of the challenges for future research. It has often been asserted that the newer generations are disenchanted with traditional party politics and prefer alternative forms of political engagement. Concurrently, it has been stated that, because of their pervasive involvement with ICTs and the unique opportunities they offer, the digital public sphere has become a place of choice for them to enact these newer forms of political engagement. The hypothesis that young adults are part of a digital generation that has redefined its modes of functioning within society has been a motivating factor for a study conducted among university students in four different countries1 to see how these new practices play out in the various spheres of their lives. Among other issues, we explore to what extent and in what ways the Internet has become a new vector for political participation among young adults. We will use part of these data to support our reflection on young adults’ involvement in the digital public sphere and to re-examine the classical premises of what constitutes the public sphere. We conclude by sharing our insights on this phenomenon and discussing further avenues for research in this area.

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Fell, Elena. "Uncovering Russian communication style preferences: Monological sequencing versus dialogical engagement." Empedocles: European Journal for the Philosophy of Communication 11, no. 1 (September 1, 2020): 43–59. http://dx.doi.org/10.1386/ejpc_00011_1.

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When we communicate with others, we usually know when we are expected to contribute to an evolving dialogue, such as during a debate, or when it is suitable to generate predictable responses, for example, at a marriage ceremony. However, in cross-cultural communication situations, communicating partners may have different assumptions in this respect. In particular, when a western communicator expects a dialogical development, a Russian participant may expect the same communication situation to progress as a sequence of predictable communication acts. This clash of implicit expectations often results in communication failure, without either party realizing that implementing incompatible approaches to information sharing is the reason for this failure. In this article, I introduce the terms ‘dialogical engagement’ and ‘monological sequencing’ whilst exploring cross-cultural communication problems between Russia and the West. I use these terms to describe mechanisms that characterize both cultures’ preferred communication patterns and which, when inadvertently deployed, cause collisions between Russian and western communicating partners. By uncovering these differences, I intend to progress beyond merely acknowledging cross-cultural communication problems between the two worlds. Besides, as in the Russian cultural setting, more communication situations are implicitly expected to develop as monological sequences than similar situations in the West, understanding this particular distinction may prevent practitioners in numerous fields from making the mistake of expecting cross-cultural communication situations to develop in line with their implicit assumptions.

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Andryani Sihombing, Indah, Umar Mono, and Alemina Br Perangin-angin. "INTERNET AND CROSS-CULTURAL COMMUNICATION TO GENERATION Z." LINGUISTIK : Jurnal Bahasa dan Sastra 7, no. 2 (November 23, 2022): 102. http://dx.doi.org/10.31604/linguistik.v7i2.102-108.

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Generation Z can be regarded as a generation that since they were born have grown up with the internet. The digital generation's reliance on information and communication technologies in both personal and professional affairs may be at an all-time high. Because they are "technologically proficient," they have some competitive advantages over previous generations. As a result, Gen Zers are prepared and motivated to work in a multicultural business environment, contributing to the advancement of globalization and interconnection. Without a doubt, in today's environment, the transformation of the global workforce is the most globally oriented. With globalization and technology continuing to have an impact, Gen Zers' way of thinking supports cross-cultural social engagement and communication, making bridge leadership skills and strategies increasingly more crucial for CEOs of large and small businesses.

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GO, FRANK M., RONALD M. LEE, and ANTONIO P. RUSSO. "E-HERITAGE IN THE GLOBALIZING SOCIETY: ENABLING CROSS-CULTURAL ENGAGEMENT THROUGH ICT." Information Technology & Tourism 6, no. 1 (January 1, 2003): 55–68. http://dx.doi.org/10.3727/109830503108751225.

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Kuo, Ben C. H., Gargi Roysircar, and Ian R. Newby-Clark. "Development of the Cross-Cultural Coping Scale: Collective, Avoidance, and Engagement Coping." Measurement and Evaluation in Counseling and Development 39, no. 3 (October 2006): 161–81. http://dx.doi.org/10.1080/07481756.2006.11909796.

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Morrow-Howell, Nancy, and Ada C. Mui. "Cross-cultural, multidisciplinary perspectives on maximizing productive engagement of the ageing population." China Journal of Social Work 3, no. 2-3 (July 2010): 107–9. http://dx.doi.org/10.1080/17525098.2010.492633.

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Stanton, Christine Rogers, Brad Hall, and Lucia Ricciardelli. "Cross-Cultural Digital Storywork: A Framework for Engagement with/in Indigenous Communities." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 2, no. 1 (July 29, 2017): 247–66. http://dx.doi.org/10.15402/esj.v2i1.209.

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While Indigenous peoples have long urged attention to Six Rs (respect, relevance, reciprocity, responsibility, relationality, and representation) that are important to community-engaged work, application of these principles has been sporadic within the filmmaking industry. Many Indigenous communities do not have the technical expertise and/or resources needed to support professional quality audiovisual production. As a result, they rely on predominantly White filmmakers from beyond the community. Unfortunately, mainstream filmmaking practices have historically demonstrated a disregard for Indigenous ways of knowing, and a scarcity of meaningful relationships between filmmakers and community members has further contributed to a legacy of insensitive filmmaking within Indigenous contexts. In addition, internet-based distribution of cultural content raises questions about post-production sovereignty. In this project, Tribal College (TC) students and faculty partnered with students and faculty from a Predominantly White Institution (PWI) to develop culturally sustaining and revitalizing documentaries using storywork, digital storytelling, ethnocinema, and community-centered participatory research. Throughout the Digital Histories Project, TC participants gained technical expertise, PWI participants learned about culturally sustaining/revitalizing filmmaking, and faculty leaders identified ways to support use of the Six Rs within social science, history, and teacher education. Results offer methodological and pedagogical insights for scholars, educators, tribal leaders, and filmmakers.

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Morrow-Howell, Nancy, and Yi Wang. "Productive Engagement of Older Adults: Elements of a Cross-Cultural Research Agenda." Ageing International 38, no. 2 (October 3, 2012): 159–70. http://dx.doi.org/10.1007/s12126-012-9165-0.

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Lewis, Catherine, Jennifer Dickey, Samir El Azhar, and Julia Brock. "Exploring Identities: Public History in a Cross-Cultural Context." Public Historian 34, no. 4 (2012): 9–29. http://dx.doi.org/10.1525/tph.2012.34.4.9.

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Abstract The Museums Connect program, funded by the U.S. State Department's Bureau of Educational and Cultural Affairs and administered by the American Alliance of Museums, is a relatively new effort to connect international museums; the grant is set apart by its objective to sponsor projects that foster cross-cultural professional development and civic engagement in global communities. The following roundtable includes perspectives on the Museums Connect project Identities: Understanding Islam in a Cross-Cultural Context, undertaken by the Museum of History and Holocaust Education, Kennesaw State University (Georgia), and the Ben M'sik Community Museum, Université Hassan II Mohammedia, Ben M'sik (Casablanca, Morocco).

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Journal articles on the topic 'Cross-cultural engagements'

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