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Journal articles on the topic 'Cultural assimilator'
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1
Panich, Olga, Nadejda Tkachenko, Maya Khudaeva, Yelena Ovsyanikova, Sergey Sckilev, and Natalia Doronina. "Cultural assimilator as a technology for preventing maladaptation of foreign students." SHS Web of Conferences 97 (2021): 01034. http://dx.doi.org/10.1051/shsconf/20219701034.
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The article summarizes the author’s experience of using the technology of cultural assimilator for the prevention of maladjustment of foreign students of the university. The procedure for the stage-by-stage construction of cultural assimilator episodes using the technique of a critical incident and an expert method is disclosed. The example shows the options for teaching Russian and Chinese students.
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Pollard, William R. "Gender stereotypes and gender roles in cross-cultural education: The cultural assimilator." International Journal of Intercultural Relations 13, no. 1 (January 1989): 57–72. http://dx.doi.org/10.1016/0147-1767(89)90035-7.
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Thomas, David R. "Understanding cross-cultural communication." South Pacific Journal of Psychology 7 (1994): 2–8. http://dx.doi.org/10.1017/s0257543400001346.
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The need for cross-cultural communication skills arises whenever people from different languages and cultures come into contact. With increased tourism, international business, students studying overseas, and increasing awareness of indigenous minority cultures there is concern to foster better communication among different cultural groups. In the present paper, examples of cultural differences in communication in Australia and New Zealand are presented. Two approaches to the training of cross-cultural communication skills are described: the cultural assimilator developed by Brislin, and McCaffery's “learning how to learn” orientation.
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Cushner, Kenneth H. "Teaching Cross-Cultural Psychology: Providing the Missing Link." Teaching of Psychology 14, no. 4 (December 1987): 220–24. http://dx.doi.org/10.1207/s15328023top1404_7.
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Learning about cross-cultural psychology is often difficult because individuals lack pertinent experience. This article describes a new culture-general assimilator that provides knowledge relevant to cross-cultural education. The materials consist of 100 critical incidents introducing 18 culture-general themes, including such concepts as attribution formation, categorization, ingroup-outgroup distinctions, and learning style preferences. Two of the incidents are described and evaluative evidence is presented.
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Zhou, Zhonghao. "Cross-cultural Training and Second Language Learning." Asian Education Studies 2, no. 3 (September 19, 2017): 1. http://dx.doi.org/10.20849/aes.v2i3.176.
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Culture and language are inseparable, and cultures as groups adopt particular practices and norms of behavior. Culture teaching is a long and complex process concerning something more than language use itself. The two popular theories influencing practice today are the Constructivist and the Creative Constructionist approaches, and the technique for conveying cultural awareness is cultural assimilator, which has been designed for specific cultures around the world. Cross-cultural training can be used to promote cultural awareness, that is, sensitize people to the influence of culture on people’s values and behaviors and help them recognize and accept the existence of cultural differences.
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Harrison, J. Kline. "Individual and combined effects of behavior modeling and the cultural assimilator in cross-cultural management training." Journal of Applied Psychology 77, no. 6 (December 1992): 952–62. http://dx.doi.org/10.1037/0021-9010.77.6.952.
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Tangalycheva, Rimma K. "Acculturation of Temporary Migrants from Foreign Countries in a Large Russian City." Observatory of Culture, no. 1 (February 28, 2014): 43–47. http://dx.doi.org/10.25281/2072-3156-2014-0-1-43-47.
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Is devoted to intercultural communications and acculturation of foreigners in a large city. It presents approaches to the study of acculturation and to the study of large cities as a space of intercultural communications. Solving of acculturation problems and overcoming difficulties in the process of adapting to the new cultural environment is possible on the basis of cultural assimilator technique that is also presented in this paper. Space of a large city is considered on the example of St. Petersburg, which has been multicultural from its foundation. In modern conditions, the city acquired some of the global features. It determines the topicality of presented research.
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Bhawuk, Dharm P. S. "DEVELOPMENT OF A CULTURE THEORY-BASED ASSIMILATOR: APPLICATION OF INDIVIDUALISM AND COLLECTIVISM IN CROSS-CULTURAL TRAINING." Academy of Management Proceedings 1996, no. 1 (August 1996): 147–50. http://dx.doi.org/10.5465/ambpp.1996.4979588.
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Artemenko, О., S. Аnzorova, P. Gasanova, М. Nikitina, S. Fedorova, and D. Petrukhina. "SCHOOL - A TOOL OF CONSOLIDATION." BULLETIN 5, no. 387 (October 15, 2020): 226–32. http://dx.doi.org/10.32014/2020.2518-1467.162.
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In modern conditions of the world economy's monopolization, sanctions, the flow of external migration of the labor force is an urgent problem of the necessity at the state level to preserve the cohesion and unity of the multiethnic Russian society. The article examines the historical development of Russia, where the school as a social institution performs not only an educational function but also the role of consolidating the multiethnic composition of the state. Russian language and culture fulfill this role through the school. Russian is historically considered as the language of integration of nations who have passed their ethnoge- nesis on the territory of Russia, their spiritual and cultural rapprochement with the Russians by the method of N. I. Ilminsky while preserving the native languages of students. Performing the function of consolidation, the Russian language acted as an integrator of nations, not their assimilator, as evidenced by statistics on the actual existence of more than 230 languages and dialects of nations. The article notes that in Russian politics before the reconstruction period, the school, performing a conso-lidating function, was a tool for leveling the ethnic characteristics of students, through unitary language training, forming national-Russian bilingualism. The analysis of scientific sources shows that such conditions before the reconstruction period led to objective facts not manifestations of interethnic conflicts. Also, during the entire Soviet period, literary languages were created and developed, and dialects were preserved to some extent, but, unfortunately, the functions of native languages were narrowed in social spheres. Describing the post-soviet period, cultural and linguistic diversity is noted, which is a significant source of social conflicts and political discussions. Under these conditions, cultural and linguistic state homogeneity becomes a subject of dissatisfaction in the public life of speakers of minority languages. The problem arises as to how to guarantee the participation of each language group in the life of a multilingual society with their socio-cultural integration, without violating international human rights legislation.
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Kozubovska, Iryna, Maria Postolyk, and Larisa Sidun. "GAME-BASED METHOD IN MULTICULTURAL TRAINING OF SPECIALISTS IN US HIGHER EDUCATION." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 185–88. http://dx.doi.org/10.24144/2524-0609.2021.48.185-188.
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The aim of the study is to analyze the methods of multicultural training in US higher school. Theoretical research methods have been used as well as pedagogical and historic methods. The stages of formation and development of multicultural education in the USA are the following: stage I – from the 20’s to the first half of the 50’s of the 20th century; stage II – the mid-50’s to the early 80’s; stage III – the beginning of the 80’s to the present day. At present, multicultural education in the USA has the status of state educational policy, which is enshrined in law. National Association for Multicultural Education was established in 1990, later various higher education institutions with multicultural research centers. Multicultural training in higher education includes a variety of learning technologies (problem-based learning, personality-oriented technology, technology of group learning activities, learning technology as research, interactive, information technology, technology of concentrated learning, portfolio technology, etc.), methods (game methods, project method, case method, transition registers, trainings (attributive, intercultural, cultural assimilator), forms (traditional lecture, lecture for two, lecture in the press-conference format, discussion-style seminar, report-format seminar, seminar in the format of extended talk, excursions, tutorials, etc.). Training of specialists for intercultural interaction is carried both in the process of classroom studies, also during practice, independent work, participation in scientific research, various extracurricular professionally-oriented educational activities. Special attention is paid to the analysis of game methods and their important role in multicultural training of teachers, social workers and other specialists.
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Forrest, James, Ron Johnston, and Frank Siciliano. "Ethnic residential segregation and identificational assimilation: An intergenerational analysis of those claiming single (heritage) and dual (with Australian) ancestries." Ethnicities 20, no. 6 (October 9, 2019): 1144–65. http://dx.doi.org/10.1177/1468796819877572.
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Faced with increasing flows of immigrants from countries with very different ethnic and cultural compositions, identity has become an important part of the public debate on immigration and minority ethnic group assimilation. Yet, identificational assimilation, associated with the emergence of a new social identity as ethnic immigrant groups merge with host society members while often retaining some ‘inner layer’ of heritage ancestry or background, is among the least studied of assimilation sub-processes. Like other aspects of assimilation, it is an intergenerational process, but one which occurs unevenly among immigrant groups from different cultural backgrounds. Spatially, there is an underlying assumption that those more identificationally assimilated will be less segregated from host society members. Focusing on ancestral identification, whether heritage (ethnic or cultural background) only or dual (heritage-Australian), we analyse three generations of a cross-section of ethnic immigrant groups in Sydney, Australia’s largest immigrant-receiving city. Results highlight a major identificational shift in the third generation plus the ways in which intergenerational identificational assimilation, though seemingly inexorable, progresses unevenly among ethnic immigrant groups, with results affecting their spatial assimilation.
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Abramitzky, Ran, Leah Boustan, and Katherine Eriksson. "Do Immigrants Assimilate More Slowly Today than in the Past?" American Economic Review: Insights 2, no. 1 (March 1, 2020): 125–41. http://dx.doi.org/10.1257/aeri.20190079.
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Using millions of historical census records and modern birth certificates, we document that immigrants assimilated into US society at similar rates in the past and present. We measure cultural assimilation as immigrants giving their children less foreign names after spending more time in the United States, and show that immigrants erase about one‑half of the naming gap with natives after 20 years both historically and today. Immigrants from poorer coun‑ tries choose more foreign names upon first arrival in both periods but are among the fastest to shift toward native‑sounding names. We find substantial cultural assimilation for immigrants of all education levels. (JEL J15, N31, N32, Z13)
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Michael, Tomy. "LAW ENFORCEMENT THROUGH ‘LUDRUK’ AND CULTURAL ADVANCEMENT." Asia Pacific Fraud Journal 3, no. 1 (May 22, 2018): 125. http://dx.doi.org/10.21532/apfj.001.18.03.01.15.
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The increasingly rampant corruption in Indonesia requires creative countermeasures. One way is to assimilate the law with the local culture of a region. The local culture concerned is ludruk. Ludruk, as one of Javanese traditional art performances, is admired by its fans or supporters in East Java and can be used as a means to proclaim everything about corruption. It can be concluded that the assimilation of the law with the local culture of a region is not contrary to the law but it is becoming a media in eradicating corruption. Anti-corruption teaching can be delivered through ludruk as long as it remains in accordance with the nature of ludruk itself.
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Christison, Kathleen. "Assimilation or Cultural Identification." Journal of Palestine Studies 25, no. 3 (1996): 108–9. http://dx.doi.org/10.2307/2538268.
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Elnara M., Dumnova. "Socio-Cultural Adaptation of Migrants and New Types of Identity." Humanitarian Vector 16, no. 2 (April 2021): 111–16. http://dx.doi.org/10.21209/1996-7853-2021-16-2-111-116.
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The article considers the problem of migrant identity transformation in the globalizing sociocultural space. Globalization has determined new social development tendencies and prospects, including the modern nomadism. International migration is caused by a set of determining factors and forms a multi-layered and multifaceted sociocultural phenomenon studied by a number of humanities. The article substantiates methodological usefulness of studying migration and its sociocultural implications within the framework of the multidisciplinary approach. The formation of the new migrant identity types is presented as a dichotomy of transnationalism and assimilation. The broadening of the lifespace due to migration practices causes replacement of the traditional national identity by new identity types, transnational identity becoming the most widespread. The uniqueness of the transnational identity lies in its universalism, ability of the agent to identify with different cultures and peoples simultaneously. Transnationalism is more characteristic for Western societies, while assimilation as a type of sociocultural adaptation typical for the countries of the East. The Eastern culture and mentality are less flexible and striving for self-preservation they assimilate foreign cultural elements, while preserving their own uniqueness and distinctiveness. A special identity type, the drifting identity, taking shape within the second generation immigrants is highlighted in the article. The socio-philosophical analysis carried out in the article makes it possible to ascertain the existence of the socio-spatial identity integrating various identity types. Keywords: migration, nomadism, identity, determinants of migration, transnationalism, assimilation, sociocultural space
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Goessling, Deborah Peters. "Inclusion and the Challenge of Assimilation for Teachers of Students with Severe Disabilities." Journal of the Association for Persons with Severe Handicaps 23, no. 3 (September 1998): 238–51. http://dx.doi.org/10.2511/rpsd.23.3.238.
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The perceptions of fourteen teachers from fourteen different public schools about their changing roles and responsibilities as they moved into inclusive settings with students with severe disabilities were explored in this qualitative study. It discusses their experiences of cultural dissonance as they left the segregated culture of special education and attempted to assimilate themselves into general education classrooms, grades K-8. Their dilemmas, doubts, and hopes for the future are discussed as well as the challenges that attempted cultural assimilation presents for special educators.
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Abramitzky, Ran, Leah Boustan, Katherine Eriksson, and Stephanie Hao. "Discrimination and the Returns to Cultural Assimilation in the Age of Mass Migration." AEA Papers and Proceedings 110 (May 1, 2020): 340–46. http://dx.doi.org/10.1257/pandp.20201090.
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We document that, in the early twentieth century, children of immigrants who were given more-foreign first names completed fewer years of schooling, earned less, and married less assimilated spouses. However, we find few differences in the adult outcomes of brothers with more/less foreign-sounding first names. This pattern suggests that the negative association between ethnic names and adult outcomes in this era does not stem from discrimination on the basis of first names but instead reflects household differences associated with cultural assimilation. We cannot rule out discrimination on the basis of other ethnic cues.
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Thomas, Kevin J. A. "Racial Identity and the Political Ideologies of Afro-Caribbean Immigrants." Review of Black Political Economy 45, no. 1 (March 2018): 22–39. http://dx.doi.org/10.1177/0034644618770762.
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Although the number of Black immigrants in the United States is increasing, few studies have examined whether they assimilate into the liberal ideologies with which U.S.-born Blacks are typically affiliated. Using data from the National Survey on American Life, this study examines how identity formation and generational status among Black Caribbean immigrants moderate their ideological differences with U.S.-born Blacks. It shows that Black Caribbean immigrants are more likely to identify with more conservative ideologies as generational status increases. Furthermore, the analysis indicates that the adoption of a Black American racial identity is not by itself associated with an ideological convergence between Black Caribbean immigrants and U.S.-born Blacks. More assimilated Black immigrants who prefer Black American rather than non-Black identities are still more likely to be conservative compared with U.S.-born Blacks. The analysis further provides a nuanced understanding of the relationship between Black racial solidarity and the political ideologies of Caribbean immigrants. It finds that immigrants who both embrace a Black American identity and are members of Black advancement organizations are more likely to have similar political ideologies as U.S.-born Blacks. However, these similarities disappear as assimilation increases.
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Głuszkowski, Michał. "Socio-cultural and Language Changes in a „Cultural Island”: Vershina – A Polish Village in Siberia." Eastern European Countryside 20, no. 1 (December 1, 2014): 167–88. http://dx.doi.org/10.2478/eec-2014-0008.
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Abstract The present article attempts to describe the social evolution of the community of Vershina, a village founded in the beginning of the 20th century by voluntary settlers from Little Poland, from a cultural island to the stage of assimilation. The social, economic, cultural, political and language situation of the community changed several times. The most significant historical moments of Russia and the Soviet Union set the borders of three main periods in Vershina’s history. During its first two-three decades Vershina consisted a homogenous Polish cultural and language island. The migrants preserved the Roman Catholic religion, Polish language and traditions as well as farming methods and machines. Collectivization and the communist system with its repressions made the Polish village assimilate to its surroundings. With the flow of time, the generation of first settlers died and some of the traditions of Little Poland vanished or got modified by the elements of the Soviet, Russian or Buryat culture. After the Perestroika the minorities gained some rights, which strengthened in the 1990s. Thanks, to the political changes and the collapse of the SU the inhabitants of Vershina can found cultural organisations, cultivate their religion, and learn Polish in local schools. However, in spite of the regained rights, over the decades of mass sovietization and ateization, the culture and customs of the Polish community became similar to other Siberian villages. Young people from the group of our interest abandon their mother language and are not eager to leave Russia and move to Poland. The process of assimilation is intensifying while there are practically no factors protecting the local culture and language.
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Shelegina, Olga N., and Seysembay K. Zhetpisbaev. "INTERNATIONAL SIGNIFICANCE OF THE REPUBLIC OF KAZAKHSTAN STATE PROGRAM “CULTURAL HERITAGE”." Vestnik Tomskogo gosudarstvennogo universiteta. Kul'turologiya i iskusstvovedenie, no. 40 (2020): 279–92. http://dx.doi.org/10.17223/22220836/40/26.
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This article concerns theoretical and academic and research issue of assimilation of cultural heritage in the context of globalization, which is nowadays topical at the world and national level. The paper provides a complex analysis of the Republic of Kazakhstan (RK) state program “Cultural Heritage”, which is aimed at determining its international significance. The work is based on a substantial historiographic resource that includes articles written by the first president of RK N.A. Nazarbaev, famous Kazakhstan and Russian scientists. Historic-cultural heritage of Kazakhstan is positioned as an important integrant of the universal human culture. The “heritage assimilation” concept proposed by O.N. Shelegina has been evaluated with the use of representative empirical base. During this research the authors defined that the international success of the RK strategic program “Cultural Heritage” is due to the legislative and financial support provided by the state, the integration of cultural, scientific and educational institutions and public organizations. The researches held in Kazakhstan began to draw attention of scientists from Japan, Mongolia, Turkey, Azerbaijan, Russia and several other countries. Heritage objects such as “Altyn Adam” – “Golden Man”, Mausoleum of Khoja Ahmed Yasawi, the cities of Otrar and Turkestan, are historical and cultural brands of Kazakhstan of the world level. The participation of Kazakhstan in the UNESCO Silk Roads Project and the transboundary project “Asian Countries Cultural Heritage Update” possesses high geopolitical and socio-cultural value. The International Scientific Conference “Museum, Museology, Cultural Heritage” (Nur-Sultan, April 2019) became a significant event that reflected the results and prospects of the Program. In general, the RK Cultural Heritage Program belongs to the innovative research and socio-cultural trend space related to heritage assimilation. Step-by-step implementation of actions aimed at consolidation, digitalization and introduction of national heritage of other countries to the scientific and informational turnaround may prove to be an effective algorithm. The international significance of a novel Cultural Heritage Program is determined by its complex multi-level character of heritage assimilation, introduction of assimilated historic and cultural heritage to the educational practice and the sphere of tourism, as well as active cooperation with UNESCO. The authors find it appropriate and promising, accounting the productive international experience of the Republic of Kazakhstan, to perform interdisciplinary research of the issues of heritage assimilation in the context of globalization.
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Rodrigues, Saulo Tarso. "INTERCULTURALIDADE, AUTODETERMINAÇÃO E CIDADANIA DOS POVOS INDÍGENAS / INTERCULTURALITY, SELF-DETERMINATION AND CITIZENSHIP OF INDIAN PEOPLE." Espaço Jurídico Journal of Law [EJJL] 16, no. 1 (November 17, 2014): 41–64. http://dx.doi.org/10.18593/ejjl.v16i1.2089.
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O princípio da autodeterminação, baseado em uma ética global do direito à diferença, tem sido afetado por um novo interesse em identidade cultural e diferença cultural, que reflete, dessa forma, nas normas e nos sistemas institucionais surgidos a partir da afirmação das identidades específicas e, portanto, da interculturalidade. A partir da (re)conceitualização dos direitos do homem enquanto direito a se autodeterminar, os direitos humanos passaram a incorporar novos conceitos, visto que se autodeterminar exige a superação de uma cultura homogênea e, portanto, a negação de qualquer modelo cultural que vise excluir ou assimilar outras culturas e assim negar a diversidade. A luta pelos direitos coletivos dos povos indígenas deve partir primeiramente de uma política de reconhecimento e de pluralidade jurídica, entendendo como tal a obrigação dos Estados nacionais de reconhecerem os direitos coletivos, de um lado, e, de outro, possibilitarem a criação de uma competência jurídica interna, viabilizando o desafio ao monopólio da produção e da distribuição do direito. Este artigo sustenta que a ideia de Estado pluriétnico e de cidadania multicultural foi um dos fundamentos do Estado brasileiro por meio da Constituição democrática de 1988, no qual reconheceu expressamente as diferenças étnico-culturais dos povos indígenas garantindo suas organizações sociais, usos, costumes, tradições, direito ao território e capacidade postulatória, fundamento esse, aliás, no direito expresso na Carta Magna à autodeterminação dos povos.Palavras-chave: Autodeterminação dos povos. Direito indígena. Discriminação. Direitos humanos.
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Kónya, István. "Optimal Immigration and Cultural Assimilation." Journal of Labor Economics 25, no. 2 (April 2007): 367–91. http://dx.doi.org/10.1086/511378.
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De Luca, Giacomo, Jeroen Schokkaert, and Johan Swinnen. "Cultural Differences, Assimilation, and Behavior." Journal of Sports Economics 16, no. 5 (July 18, 2013): 508–30. http://dx.doi.org/10.1177/1527002513495876.
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Lee, Sun Kyong, and Marisa L. Flores. "Immigrant Workers’ Organizational Temporality: Association With Cultural Time Orientation, Acculturation, and Mobile Technology Use." Management Communication Quarterly 33, no. 2 (January 2, 2019): 189–218. http://dx.doi.org/10.1177/0893318918821727.
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Based on a meso-level model of organizational temporality, this study examined U.S. immigrant workers’ workplace temporal enactment and construal regarding cultural time orientation (monochronic vs. polychronic), acculturation type (assimilation, integration, segregation), and mobile technology use. Analyses revealed that cultural time orientation and acculturation type interacted to influence separated enactment of organizational temporality, and immigrant workers’ acculturation type and mobile use for work had significant interaction effects on their future- and present-time perspective. Participants with integrated and assimilated acculturation were more likely to experience time in ways consistent with the Western, industrialized organizations’ temporality, whereas those with the segregated acculturation reported a distinct pattern of temporal enactment and construal in relation to mobile phone use for work.
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Chen, Zhenxiang, and Kayuet Liu. "Assimilation of China’s rural-to-urban migrants: A multidimensional process." Chinese Journal of Sociology 4, no. 2 (April 2018): 188–217. http://dx.doi.org/10.1177/2057150x18764232.
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This study explores the multidimensional process of assimilation in rural-to-urban migration in China. We distinguish between (a) intrinsic acculturation—the adoption of values; (b) extrinsic acculturation—the adoption of observable traits such as language; and (c) structural assimilation—the achievement of socio-economic status comparable to that of locals. Cross-provincial analysis shows that there are substantial variations in the social and economic distances faced by migrants across provinces. Our novel acculturation/assimilation measures take into account the different cultural and socioeconomic distances faced by migrants with heterogeneous places of origin and destinations. Hypothetical measurement errors are used in a robust hierarchical regression analysis to assess the potential effect of self-selection. Analyses of the Chinese General Social Survey 2012–2013 show that extrinsic acculturation typically takes place later than structural assimilation, while intrinsic acculturation can fail to happen despite a long stay. Assimilation is not guaranteed; only some rural-to-urban migrants, particularly those with high levels of education, from families of high socio-economic status, and interacting with friends and neighbors, manage to assimilate across all three dimensions.
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Menchaca, Martha. "Chicano-Mexican Cultural Assimilation and Anglo-Saxon Cultural Dominance." Hispanic Journal of Behavioral Sciences 11, no. 3 (August 1989): 203–31. http://dx.doi.org/10.1177/07399863890113001.
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Rohman, Miftahur, and Zulkipli Lessy. "Practicing Multicultural Education through Religiously Affiliated Schools and Its Implications for Social Change." Jurnal Pendidikan Islam 6, no. 1 (June 5, 2017): 1. http://dx.doi.org/10.14421/jpi.2017.61.1-24.
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Abstract
Having varied ethnics, cultures, religions, or faiths, Indonesia is considered a multicultural nation in today’s world. This equity can be dangerous; but also can be advantageous if myriad interests of citizens are able to be nurtured through education, including religious schools. The research was conducted to explore multicultural practices in the State-owned Islamic High School (MAN) 3 and the Catholic High School (SMA) Stella Duce 2 in Yogyakarta Indonesia. Data was gathered via qualitative method by means of comparative study, aiming at seeking similarities and differences on promoting multicultural education values. Findings show similarities of teachers’ attitudes and characteristics as facilitator, accommodator, or assimilator whereas the differences include their leadership role in intrareligious dialog at MAN 3 and dialog leaders at SMA Stella Duce 2. Other issues include diverse understandings of religion and its perceived violence. The research formulates two categories of teacher as being multicultural-intrareligious pluralist and multicultural-intrareligious humanist. It also discusses implications on social change as a result of cultural interchange at those schools.
Keywords: Multiculturalism, Education, Madrasah, Boarding, Social Change
Abstrak
Memiliki variasi etnik, budaya, agama, atau kepercayaan, Indonesia kini dianggap sebagai negara multikultural. Kekayaan ini dapat menjadi bahaya; tetapi juga menjadi keuntungan bilamana perbedaan kepentingan dan kecenderungan ini dapat dipelihara melalui sekolah, termasuk yang bernafaskan agama. Penelitian ini dilakukan untuk menggali praktek multikultur di MAN 3 dan SMA Stella Duce 2 Yogyakarta Indonesia. Pengumpulan data dilakukan melalui metode kualitatif dengan cara perbandingan, bertujuan mencari kesamaan dan perbedaan dalam rangka promosi nilai-nilai pendidikan multikultural. Temuan menunjukkan kesamaan sikap dan karakteristik para guru berperan sebagai fasilitator, akomodator, atau asimilator sementara perbedaan mencakup peran mereka sebagai pemandu dialog seagama khususnya di MAN 3 dan pemandu dialog antaragama di SMA Stella Duce 2. Isu-isu lain termasuk beragam pemahaman tentang agama dan agama dipersepsikan sumber kekerasan. Penelitian ini menandai dua kategori guru sebagai pluralis multikultur-seagama dan humanis multikultur-antaragama. Penelitian ini juga mendiskusikan implikasi bagi perubahan sosial sebagai akibat dari pertukaran budaya yang terjadi di kedua sekolah tersebut.
Kata Kunci: Multikulturalisme, Pendidikan, Madrasah, Asrama, Perubahan Sosial
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Le, Andrew Nova. "Upward or downward? The importance of organizational forms and embedded peer groups for the second generation." Ethnicities 20, no. 1 (September 5, 2018): 136–54. http://dx.doi.org/10.1177/1468796818796058.
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Second-generation assimilation outcomes have been hotly debated amongst migration scholars. While there is a general tendency in the literature to emphasize the positive outcomes of ethnic religious organizational participation, this article explores how some youth downwardly assimilate even though they actively take part in such organizations. This project, on the greater Seattle area Vietnamese Buddhist youth organizations, explores how organizations of various forms, and the peer groups formed within these organizations, play a crucial role in mobility outcomes. Based on 53 interviews with second-generation Vietnamese Americans, this study shows how participation in organizations that are based on horizontal peer groups can result in various assimilation outcomes including the creation of oppositional youth cultures, while organizations centered on vertical intergenerational groups can induce normative values. This article suggests migration scholars refocus on studying the processes that lead to different assimilation outcomes.
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Ramírez. "Cultural Politics and Resistance to Assimilation." Current Anthropology 40, no. 5 (1999): 738. http://dx.doi.org/10.2307/3596405.
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Crowley, Daniel J. "CULTURAL ASSIMILATION IN A MULTIRACIAL SOCIETY." Annals of the New York Academy of Sciences 83, no. 5 (December 15, 2006): 850–54. http://dx.doi.org/10.1111/j.1749-6632.1960.tb46092.x.
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Facchini, Giovanni, Eleonora Patacchini, and Max F. Steinhardt. "Migration, Friendship Ties, and Cultural Assimilation." Scandinavian Journal of Economics 117, no. 2 (November 27, 2014): 619–49. http://dx.doi.org/10.1111/sjoe.12096.
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Adriyanto, Rahmat, Afifah Asriati, and Indrayuda Indrayuda. "PEMBAURAN BUDAYA DALAM PENYAJIAN KESENIAN RONGGIANG DI PADANG TUJUAH KANAGARIAN AUA KUNIANG PASAMAN BARAT." Jurnal Sendratasik 8, no. 4 (April 1, 2019): 29. http://dx.doi.org/10.24036/jsu.v7i4.105105.
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Abstract This article aims to describe the mixing of cultures in the presentation of Ronggiang art in West Pasaman, especially in the Kanagarian Tujuah Padang Aua Kuniang. The type of this research was qualitative research and used descriptive methods. The main instrument in the research was the researcher himself and was supported by supporting instruments such as stationeries, video camera and audio recorder. Data collection techniques were conducted by means of library research, observation, interviews, and documentation. The data analyzed was carried out by the steps of data collection, data reduction, data presentation and conclusion. The results indicated that the mixing of cultures in Ronggiang arts was that Ronggiang's arts could be enjoyed by tribes who had already located and became residents of the West Pasaman or specifically in Kanagarian Aua Kuniang. The three tribes that are currently residents of West Pasaman are derived from three cultures in Ronggiang art. The cultural elements that assimilate in Ronggiang dance are Malay, Minang and Javanese cultures. These cultures are not packaged into one dance project, Ronggiang art in Kanagarian Aua Kuniang. The impact of cultural assimilation in Ronggiang art has caused Ronggiang's art to survive in the lives of the Kanagarian Aua Kuniang community. Keywords: Cultural Assimilation, Ronggiang Art Presentation
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Fauzia, Ika Yunia. "Menguak Konsep Kebersandingan Fethullah Gulen dan Asimilasi Budaya Tariq Ramadhan." ISLAMICA: Jurnal Studi Keislaman 3, no. 2 (January 22, 2014): 1. http://dx.doi.org/10.15642/islamica.2009.3.2.1-19.
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The wave of immigration of Muslims to European countries has brought with it the serious consequences as to how these Muslims should adapt culturally and religiously to the entirely different circumstances. Some Muslim intellectuals –like Fethullah Gulensuggested that Muslims should maintain the cultural co-existence in a way that would not endanger their religious tradition while at the same time bring a state of peace both for themselves and for the communities they live in. Tariq Ramadhan in the meantime suggested that Muslims be committed to what he calls the cultural assimilation whereby they put aside their cultural upbringing from their country of origin and assimilate fully into the cultural live of Europe. Hence, this paper is about the analysis of the cultural dilemma that Muslims face in Europe by referring to the thought of Gulen and Ramadhan on the issue at hand. Although the context of the paper is limited to Europe, the content of the analysis is presented in such a way that it may also be relevant to similar problems faced by Muslims in different cultural and social settings.
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Munroe, Steve, and Angelo Cangelosi. "Learning and the Evolution of Language: The Role of Cultural Variation and Learning Costs in the Baldwin Effect." Artificial Life 8, no. 4 (October 2002): 311–39. http://dx.doi.org/10.1162/106454602321202408.
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The Baldwin effect has been explicitly used by Pinker and Bloom as an explanation of the origins of language and the evolution of a language acquisition device. This article presents new simulations of an artificial life model for the evolution of compositional languages. It specifically addresses the role of cultural variation and of learning costs in the Baldwin effect for the evolution of language. Results show that when a high cost is associated with language learning, agents gradually assimilate in their genome some explicit features (e.g., lexical properties) of the specific language they are exposed to. When the structure of the language is allowed to vary through cultural transmission, Baldwinian processes cause, instead, the assimilation of a predisposition to learn, rather than any structural properties associated with a specific language. The analysis of the mechanisms underlying such a predisposition in terms of categorical perception supports Deacon's hypothesis regarding the Baldwinian inheritance of general underlying cognitive capabilities that serve language acquisition. This is in opposition to the thesis that argues for assimilation of structural properties needed for the specification of a full-blown language acquisition device.
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Pickering, John. "Reflections on what timescale?" Behavioral and Brain Sciences 24, no. 4 (August 2001): 698–99. http://dx.doi.org/10.1017/s0140525x01590081.
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Recent developments in both evolutionary theory and in our ideas about development suggest that genetic assimilation of environmental regularities may occur on shorter timescales than those considered by Shepard. The nervous system is more plastic and for longer periods than previously thought. Hence, the internal basis of cognitive-perceptual skills is likely to blend ontogenetic and phylogenetic learning. This blend is made more rich and interactive by the special cultural scaffolding that surrounds human development. This being so, the regularities of the environment which have been genetically assimilated during the emergence of modern human beings may themselves be the products of human action. [Shepard]
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Verdier, Thierry, and Yves Zenou. "Cultural leader and the dynamics of assimilation." Journal of Economic Theory 175 (May 2018): 374–414. http://dx.doi.org/10.1016/j.jet.2018.01.019.
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Elovikova, D. "Cultural assimilators as the technique of the work of the educational psychologist in the multicultural interaction of the modern family." Pedagogy and Psychology of Education, no. 3, 2019 (2019): 136–51. http://dx.doi.org/10.31862/2500-297x-2019-3-136-151.
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The realities of modern life are such that the culture of consumerism and alienation penetrate into the sphere of intrafamily relations and provoke a crisis of the moral alienation of the adolescent, which complicates the intergenerational transmission of values. As a result, there is a discrepancy between the value systems of the generation of “children” and the generation of “parents”, which is recognized as an intergenerational value gap. This leads to a cultural distance between children and parents, to misunderstanding and intra-family conflicts. We propose to consider this difficult situation through the prism of multiculturalism, and look for a solution to the problem in multicultural interaction. The pedagogical psychologist, accompanying overcoming the crisis conditions of the teenager, can help to improve mutual understanding between parents and children, using the technique of cultural assimilators. In situations of intra-family interaction, cultural assimilators solve the problems of adult cognitive orientation on the characteristics of adolescent subcultures. The article provides a rationale for the use of assimilators, describes the methodology for compiling and applying cultural assimilators by teachers and psychologists, and gives the first results of work with cultural assimilators.
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NAHODILOVA, LENKA. "Communist Modernisation and Gender: The Experience of Bulgarian Muslims, 1970–1990." Contemporary European History 19, no. 1 (December 16, 2009): 37–53. http://dx.doi.org/10.1017/s0960777309990221.
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AbstractThis article, which is part of a wider project, ‘Experiences of Communist Modernisation in a Bulgarian Muslim Village, 1945–2005’, examines the assimilation of Bulgarian-speaking Muslims in the Rhodope Mountains in the 1970s. By analysing communist efforts to ‘modernise’ Bulgarian Muslims, it sheds light on the relationship between modernity and the views of the communist state on such cultural categories as ‘nation’, ‘ethnicity’, ‘gender’ and ‘religion’. It argues that this particular campaign was not simply the latest chapter in an ongoing effort by the Bulgarian authorities to assimilate such populations, but should rather be seen as a specific response by the communist regime to ideas of modernity. Despite national and patriotic elements, the aim of the communist assimilation campaign was to introduce ‘modernity’ and ‘civilisation’ to the whole of Bulgarian society, especially those living at the social, cultural and political peripheries. In Bulgaria, as elsewhere in communist eastern Europe, gender and ethnic policy merged. Gender equality was one of the essential aims of the modernisation programme, but for the communist modernisers introducing gender equality among ethnically marginal groups, such as the rural Muslim group of Pomaks, was even more important. ‘Emancipating’ Muslim women was more significant than the ‘struggle against religion’ or the ‘fight for national homogeneity’.
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M.Hum, Prof Dr Hasanuddin,, and Prof Dr Moon Hidayati Otoluwa, M.Hum. "Acculturation of Language and Culture among Native and Non Native Speakers of Togean in Togean Island Tojo Una Una Central Sulawesi Indonesia." International Journal of Social Sciences and Humanities Invention 5, no. 1 (January 27, 2018): 4350–62. http://dx.doi.org/10.18535/ijsshi/v5i1.17.
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The objectives of the research are (1) to find out the way of the two societies with different language and culture background assimilate together in the Togean Island, (2) to find out how to adapt their language and culture among Togean Society and the tourists in Togean island, (3) to find out the tolerance attitude exist among native people and the tourist in Togean Island, and (4) to find out the sympathy attitude between two groups with different language and culture background occur in Togean Island. The research used qualitative approach. The research findings were (1) Different language and culture background assimilation occurred when NS used a foreign language (English) to assimilate their language with NNS interaction. NS developed their language assimilation by using code switching and code mixing strategies. On the other hand, NNS also tried to acquire NS language; (2) Culture assimilation occurred in both NS and NNS when they were doing cultural practice, cultural activities, food selection, and interpersonal contact in both NS and NNS of Togean. (3) Language and culture adaptation of NS and NNS occurred at (a) intensive interaction with NS and NNS, (b) followed traditional habits of the NS, (c) eat rice for meals, (d) eat traditional foods, (e) participated in social activities, and (f) attending traditional activities. (4) Tolerance attitude between NS and NNS of Togean related to respects ethnics, ideology, accepted to other people, helpful, give appreciation, and permit among NS and NNS of Togean Islands. They have good tolerance attitude each other.Sympathy attitude is important unsure that should be done in interaction for make interaction running well, particularly for native speaker and non native speaker. In this research setting founded there are a lot of aspects that getting sympathy from native speaker and non native speaker. The aspect are language used, participated in traditional festival/ceremony, wear polite dress, followed the rule that made by native speaker, and many others. The significance of this research are:This research gives a good contribution for linguistic, especially the theory of antropolinguistics, sosiolinguistics, and psycholinguistics. It can be increased various theory of acculturation in language and culture in Indonesia. The research findings are significance for developing applied linguistics for teaching cross cultural understanding. It is also significance to give information for students and teacher in promoting their learning and teaching related to language and culture, tourism sectors in Togean Island.
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Pastori, Giulia, and Francesca Linda Zaninelli. "I consumi culturali dei figli: la madre come "mediatrice culturale"." IKON, no. 56 (November 2009): 149–224. http://dx.doi.org/10.3280/ikr2008-056006.
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- This research project explores the ‘cultural diet' of immigrant children aged 3-6 and the role of cultural mediation played by their mothers in relation to a specific issue which connotes the migration experience of double ‘loyalties' and the double process of acculturation as experienced by ‘first and second' generations from diverse perspectives: loyalty and integration oriented towards the host society and also towards the home country and culture. The project involved a group of 8 Peruvian and 8 North-African Arab women, mothers of children attending the ECEC services in Milan. They were interviewed as favoured witnesses in order to explore the ‘cultural diets' of their children, family choices regarding cultural products such as books, TV programs and new media, toys, games and outdoor activities. On the basis of the interviews, the researchers interpret and reconstruct mothers' attitudes, ideas, choices and emotions in relation the their specific role as ‘cultural mediators' for their children's ‘cultural diets', characterized by double cultural references (host and home culture). More specifically, the ‘mediation action' within an individual's and group's spectrum of nuances aims at finding the delicate balance between assimilation to the new context, protection from undesired elements of the new context and the maintenance of cultural identity anchors from the home country. The data offers thought-provoking themes, opens new research questions and gives meaningful information, we think, for practitioners in ECEC services and schools. It is becoming more and more crucial to recognize and understand the real living conditions of immigrants, cultural attitudes regarding education and upbringing, the challenging complexity of double/multiple processes of acculturation and integration. Immigrant parents, acting as cultural mediators for their children, need to be supported in order to promote the active integration of children within the Italian context, supporting an identity that integrates the cultures of the home and host countries.
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Musgrave, Simon, and Julie Bradshaw. "Language and social inclusion." Australian Review of Applied Linguistics 37, no. 3 (January 1, 2014): 198–212. http://dx.doi.org/10.1075/aral.37.3.01mus.
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Social inclusion policy in Australia has largely ignored key issues of communication for linguistic minorities, across communities and with the mainstream community. In the (now disbanded) Social Inclusion Board’s reports (e.g., Social Inclusion Unit, 2009), the emphasis is on the economic aspects of inclusion, while little attention has been paid to questions of language and culture. Assimilatory aspects of policy are foregrounded, and language is mainly mentioned in relation to the provision of classes in English as a Second Language. There is some recognition of linguistic diversity but the implications of this for inclusion and intercultural communication are not developed. Australian society can now be characterised as super-diverse, containing numerous ethnic groups each with multiple and different affiliations. We argue that a social inclusion policy that supports such linguistic and cultural diversity needs an evidence-based approach to the role of language and we evaluate existing policy approaches to linguistic and cultural diversity in Australia to assess whether inclusion is construed primarily in terms of enhancing intercultural communication, or of assimilation to the mainstream.
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Bharadwaj, Kumkum, and Anu Ukande. "COLORS IN GOND TRIBAL ART: AN INTERPRETATION AND CRITICAL EVALUATION OF COLORS IN GOND PAINTINGS OF MADHYA PRADESH." International Journal of Research -GRANTHAALAYAH 2, no. 3SE (December 31, 2014): 1–5. http://dx.doi.org/10.29121/granthaalayah.v2.i3se.2014.3514.
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Fork-art forms have the great social mission of creating cultural identity. The integrity of individuals and equipping them to meet social challenges are a part of this. In Madhya Pradesh- the heart of India lies the oldest found art heritage in the world. Gond Tribal paintings ofMadhya Pradesh have gained worldwide recognition in recent years. The Gond tribe, one of the largest Tribal communities of central India resides in Madhya Pradesh and Chhattisgarh. Over the past decades it has been observed that tribal people are being assimilated with the rest of the population and this process has been a continuous one. With the process of integration arise challenges of retaining, preserving and promoting the cultural elements of the tribes which may face the threat of extinction. This paper attempts to analyze the changes in Gond art brought about by their gradual assimilation into mainstream arts, and the future approaches to colors.
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Quiroga, Alejandro. "Home Patriots: Spanish Nation-Building at a Local Level in the Primo de Rivera Dictatorship (1923–1930)." European History Quarterly 50, no. 2 (April 2020): 266–89. http://dx.doi.org/10.1177/0265691420910927.
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The local arena provides an excellent framework for the study of practices linked to the reproduction of national identities. This article analyzes the different manners in which Spanish national identities were transmitted and assimilated at the local level during the dictatorship of Primo de Rivera (1923–1930). The paper takes a micro-historical approach and examines the process of mass nationalization in the town of Alagón, an industrial locality 15 miles north of Saragossa. It focuses on the different manners in which the local population ‘experienced’ the nation in public, semi-public and private spheres of nationalization. The article shows the limits of government-controlled, top-down nationalizations and underlines the importance of material culture and daily consumption in the transmission and assimilation of national identity.
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Szolláth, Dávid. "Literary Modernism, Anti-Semitism Jewishness and the Anxiety of Assimilation in Interwar Hungary." Hungarian Cultural Studies 10 (September 6, 2017): 145–57. http://dx.doi.org/10.5195/ahea.2017.296.
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In this paper I will provide a brief overview of early twentieth-century, Hungarian history in order to examine how anti-Semitism and anti-modernism influenced modernism’s reception in fin- de- siècle Hungary. In 1908 the most significant Hungarian literary review of the twentieth century was founded by Hugo Ignotus, Miksa Fenyő and Ernő Osvát, all of whom were assimilated Jews. The journal’s title, Nyugat, [‘West’] unambiguously marked the editors’ orientation and program of accelerating cultural modernization by reviewing and translating Western European works. For conservatives this aim of transferring aestheticism, late Symbolism and decadence was regarded as an attack against the nation’s patriotic traditions. Anxiety surrounding the Jewry’s purported “failed assimilation” was compounded by the fear that a foreign culture would have an undue impact on Hungarian literature. It is my aim to analyze both the first and second wave of modernism in Hungary so as to reveal the analogous relationship between the argument that Western European modernism is alien to the Hungarian literary style and language and the anti-Semitic argument stating that assimilation of the Jews is superficial.
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Ellinghaus, Katherine. "Strategies of Elimination: “Exempted” Aborigines, “Competent” Indians, and Twentieth-Century Assimilation Policies in Australia and the United States." Journal of the Canadian Historical Association 18, no. 2 (June 11, 2008): 202–25. http://dx.doi.org/10.7202/018229ar.
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Abstract Despite their different politics, populations and histories, there are some striking similarities between the indigenous assimilation policies enacted by the United States and Australia. These parallels reveal much about the harsh practicalities behind the rhetoric of humanitarian uplift, civilization and cultural assimilation that existed in these settler nations. This article compares legislation which provided assimilative pathways to Aborigines and Native Americans whom white officials perceived to be acculturated. Some Aboriginal people were offered certificates of “exemption” which freed them from the legal restrictions on Aboriginal people’s movement, place of abode, ability to purchase alcohol, and other controls. Similarly, Native Americans could be awarded a fee patent which declared them “competent.” This patent discontinued government guardianship over them and allowed them to sell, deed, and pay taxes on their lands. I scrutinize the Board that was sent to Oklahoma to examine the Cheyenne and Arapaho for competency in January and February 1917, and the New South Wales Aborigines’ Welfare Board, which combined the awarding of exemption certificates with their efforts to assimilate Koori people into Australian society in the 1940s and 1950s. These case studies reveal that people of mixed white/indigenous descent were more likely to be declared competent or exempt. Thus, hand in hand with efforts to culturally assimilate Aborigines and Native Americans came attempts to reduce the size of indigenous populations and their landholdings by releasing people of mixed descent from government control, and no longer officially recognizing their indigenous identity.
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Baker, Melissa A., Xinyue Deng, and Antonio N. Puente. "A-51 The Effect of Acculturation on Neuropsychological Test Performance; a Systematic Review." Archives of Clinical Neuropsychology 36, no. 6 (August 30, 2021): 1092. http://dx.doi.org/10.1093/arclin/acab062.69.
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Abstract Objective While neuropsychological testing is often seen as an unbiased form of measuring brain function, recent literature has emerged detailing possible effects of cultural competence on test performance (Fernandez, 2018). This systematic review examined the effects of acculturation on neuropsychological tests across domains and populations in existing literature. We anticipated that “verbal” tests would be more affected by acculturation, and we were unsure if specific patient populations or ethnic groups would be more affected. Data Selection A preliminary search for articles of acculturation and neuropsychological performance was conducted; Search terms included acculturat* (acculturation, acculturate), cultural assimilation* (assimilate, assimilation), neuropsychological test (test performance), and cognitive domains (cognition, intelligence, learning, memory). Over 10,000 studies were screened; the 39 studies included in analysis had quantitative data only, adult populations (18+), an acculturation measure or proxy (place of birth, length of time in the US, and English language use/proficiency), and relational data between neuropsychological test performance and acculturation. Data synthesis A narrative synthesis of included articles was performed prior to data extraction; data extracted from these articles include unadjusted correlation coefficients, partial correlation, regression model outputs, and descriptive statistics. Results are still being compiled but initial findings suggest that generally, increased acculturation leads to better performance. Conclusion Initial results show that increased acculturation to “white America,” leads to better neuropsychological test performances. This effect is more noticeable on verbal tests. Results of this review will be beneficial in understanding how cultural bias may negatively influence the accuracy of neuropsychological test results.
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Calderon Berumen, Freyca. "Resisting Assimilation to the Melting Pot:." Journal of Culture and Values in Education 2, no. 1 (May 6, 2019): 81–95. http://dx.doi.org/10.46303/jcve.02.01.7.
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The melting pot metaphor suggest that people from different backgrounds come to the United States and through the process of assimilation adapt to a new lifestyle integrating smoothly into the dominant culture. This article argues that immigrants from diverse cultural and ethnic groups that try to keep some of their cultural traditions may encounter conflict when trying to adapt to their life in the new context. The author contends for a cultural curriculum of the home endorsing family cultural values and traditions tha is overlooked by schools and educators, disregarding its potential for enhancing children’s learning process and academic achievement.
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Taylor, Lev. "Why Were the Founders of Liberal Judaism in Britain Opposed to Zionism?" European Judaism 53, no. 2 (September 1, 2020): 109–23. http://dx.doi.org/10.3167/ej.2020.530210.
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Until recently, scholars have assumed that Liberal Judaism’s pre-war stance against Zionism was motivated primarily by a desire to assimilate into bourgeois English cultural mores. This article argues to the contrary: that the founders of Liberal Judaism were expressly trying to combat secular assimilation. Focusing on speeches and writings from Liberal Judaism’s three primary founders, Lily Montagu, Claude Montefiore and Rabbi Israel Mattuck, I find they took a nuanced and principled approach to opposing Jewish nationalism. Their opposition to Zionism stemmed, instead, from a desire to contest definitions of Jewishness. In particular, they were concerned that national conceptions of Jewishness undermined their ethical and spiritual project. I conclude that many of their concerns anticipate problems in modern-day Israel, so that their arguments are worth revisiting.
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Lirio, Gutiérrez Rivera. "Assimilation or Cultural Difference? Palestinian Immigrants in Honduras." Revista de Estudios Sociales, no. 48 (January 2014): 57–68. http://dx.doi.org/10.7440/res48.2014.05.
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Davis, Craig R. "Cultural assimilation in the Anglo-Saxon royal genealogies." Anglo-Saxon England 21 (December 1992): 23–36. http://dx.doi.org/10.1017/s0263675100004166.
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After the conversion of the various Anglo-Saxon royal houses to Christianity in the seventh century, the mythology of the late pagan cults which had supported their sovereignty was supplanted, but not utterly destroyed, by the sacred history of the Bible. Myths in which the old gods sired the founders of current dynasties proved uniquely adaptive. These foundation myths were preserved at a secondary stratum in the new ideological order, in that body of dynastic pseudo-history and heroic legend which was important but subordinate to the authoritative canon of Christian scripture. As J. M. Wallace-Hadrill suggested, the nascent Anglo-Saxon dynasties needed legitimizing ancestors as much after, as before, their conversion. And if they could no longer have gods, they would settle for men of the same name.