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1
Collins, Christina. "Increasing Cultural Awareness Through a Cultural Awareness Program." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1058.
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Racial tension still motivates strife and violence in the metropolitan Detroit area. This study sought to determine the effectiveness of a collaborative partnership on the attitudes of a group of diverse learners regarding multicultural relations. The purpose of this research study was to investigate whether participation in the Cultural Awareness Consortium (CAC) improved the multicultural relations of diverse high school students. The 2 theoretical frameworks guiding this study were Allport's intergroup contact theory and intercultural competence theory originating from International Education and International Studies. The research questions addressed whether attending the CAC for 4 months, the treatment, changed students' attitudes on multicultural relations, and whether a student's gender or ethnicity was a predictor of changes in these attitudes. This study used a single group, pre-experimental design with data collection from 2 administrations of the Student Multicultural Relations Survey. Fifty-four students completed the survey, which yielded 4 multicultural relations scales (dependent variables), 8 single-item attitudinal variables on multicultural issues, and 2 demographic variables (independent variables). Inferential analysis included t tests and multiple regression. Key results indicated that students' attitudes on multicultural relations had changed significantly; in addition, students talked to and mixed with students from different cultural backgrounds with greater frequency after the treatment. Educational institutions providing experiences like the CAC can make a positive impact on students' attitudes on multicultural relations. This impact can lead to positive social change as students increase their acceptance of others and take those attitudes and values with them into the workforce after they graduate, serving as role models of acceptance for their peers.
2
Underwood, William L. "Cultural awareness sensitivity training." Huntington, WV : [Marshall University Libraries], 2002. http://www.marshall.edu/etd/descript.asp?ref=187.
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Yeh, Chieh-Yue. "Socio-cultural awareness and cross-cultural first encounters." Thesis, University of Newcastle Upon Tyne, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364833.
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Bustamante, Vásquez Stephanie E. "Ways of knowing and cultural awareness." Thesis, Wichita State University, 2012. http://hdl.handle.net/10057/6129.
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Guilherme, Maria Manuela Duarte. "Critical cultural awareness : the critical dimension in foreign culture education." Thesis, Durham University, 2000. http://etheses.dur.ac.uk/1533/.
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Rodgers, Paulina. "Effects of multicultural literature on dominant culture students' cultural awareness." University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1608664609540068.
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Govan, Venita M. "Employee Awareness of Organizational Cultural and Climate Expectations." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7651.
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Organizational culture statements are established to pronounce and promote core values for employees to live while performing roles and responsibilities. It is essential for employees to be knowledgeable of cultural expectations. When considering organizational alignment, research has indicated there is deficient linkage when analyzing applied strategies versus envisioned strategies focusing on employees’ actual lived experiences. The purpose of this phenomenological study was to survey whether the corporate health care employees’ lived experiences mirrored the stated cultural values associated with the theoretical framework concerning artifacts, espoused values, and basic assumptions. Through an online survey, this phenomenological study analyzed cultural experiences of 10 corporate health care employees, ranging from administrative support to the executive level. This study revealed experiences by employees based on stated cultural values and expectations. Many of the participants’ lived experiences linked back to the organization’s advertised cultural values. Results relative to behaviors emulating the culture statement were expressed based on employees’ alignment with the organizational mission and vision. They feel included, recognize integrity, and have an appreciation for serving the community. Other findings linked to the communication mediums were based on utilization, frequency, and access to appropriate communication tools. Findings also demonstrated leaders’ behaviors which align with innovation and granting autonomy for optimal performance. These results may influence social change by providing insight for better understanding employees’ lived experiences, thus creating improved alignment, replication of behaviors, mutual respect, and collaboration.
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Cankaya, Tumer Tugce. "Using Literature To Enhance Language And Cultural Awareness." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12611953/index.pdf.
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Language teachers, including educators from all levels &ndashfrom primary to college level &ndash
and teacher trainers have all agreed with the idea that it is impossible to consider language skills as independent from each other since each of them has a great contribution to the language itself as a whole system. However
it cannot be ignored that all language teachers have also agreed with the idea that reading is a skill that has its own significance, especially in foreign language education. What makes reading so unique is that it can be considered to be the door that is about to be opening to a new world in which the target language is spoken. In that sense, as an essential skill, reading, throughout the centuries, has also had its own keys that have been difficult to be unlocked even by the native speakers of English. This matter of fact brings the question to the light that what guardians are waiting in front of this castle door especially for foreign language students. Although many scholars claim that formal aspect of language, including syntactical and lexical features, stand as great challenge, they ignore the cultural significance of a language. The relationship between language, thought and culture shows that even formal aspects are affected by culture. This fact brings the importance of &lsquo
content schema&rsquo
as well as &lsquo
formal schema&rsquo
in reading to surface. However, now the question is that how it is possible to provide students with sufficient cultural background. As foreign language students are less likely to experience exposure to foreign culture when compared to second language learners, there is an urgent need to create a &lsquo
social context&rsquo
or &lsquo
second hand reality&rsquo
in Kovalik&rsquo
s terms in classroom settings. At this point, literature is believed to give her helping hand to FL students with her wide range of texts carrying a variety of formal aspect of language, but at the same time, a range of cultural components, and thus, constructing &lsquo
schema&rsquo
for them. Apart from this, what literature offers is examined in detail within the framework of brain-based learning principles. This paper tends to contribute to this controversial issue with a case study, which aims to illustrate that the use of literature in FL settings enhance language/cultural awareness. The result of the study showed that 1) literature is a useful source to teach the formal aspects of language such as grammar and vocabulary (language awareness) 2) literature contributes to students&rsquo
cultural awareness which is essential to have language awareness 3) literature is a brain-compatible source with various advantages over the other written materials. In accordance with what is mentioned above, this study has a direct aim to show how ELT and Literature can intrude the ancient walls of this castle when work interdisciplinary.
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Homer, Bruce D. "Literacy and metalinguistic awareness, a cross-cultural study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ49897.pdf.
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Lazaro, Rolando T. "Improving cultural diversity awareness of physical therapy educators." Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2318.
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In this climate of increasing diversity in the population of patients requiring Physical Therapy (PT) services, PT educators should prepare students and future clinicians to work competently in culturally diverse environments. To be able to achieve this goal, PT educators should be culturally competent as well. The purpose of this study was to develop and implement a workshop aimed at improving cultural diversity awareness of the University of the Pacific (UOP) PT educators. The seminar content and class materials were developed by the author in close consultation with the workshop facilitator, who is an expert on cultural diversity. These materials were validated by Physical Therapists and cultural diversity experts. To determine the effectiveness of the workshop in improving cultural diversity awareness, the Cultural Diversity Awareness Questionnaire (CDAQ) was developed, validated for content, analyzed for reliability, field tested and pilot tested. Results indicated that the instrument was valid and reliable.
The one-day workshop was presented to twelve academic and clinical faculty of the UOP PT Department. The one group pretest-posttest experimental design was used, with the participants completing the CDAQ before and after the workshop. The attendees also completed a course evaluation at the conclusion of the seminar. Results showed a statistically significant positive change in the pretest/posttest results. This indicated that the workshop was effective in improving cultural diversity awareness of the participants. Results of the workshop evaluation affirmed the achievement of the educational objectives and effectiveness of the facilitator. This study provided-a-solid-initial-foundation-on-which a-comprehensive cultural competence program can be developed.
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Patel, Chirayush C. "Cultural awareness in TESOL student and teacher material." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19969.
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Thesis (MPhil)--Stellenbosch University, 2012ENGLISH ABSTRACT: The aim of this thesis is a qualitative examination of TESOL material, specifically New Headway Advanced [NHA] -3rd Edition (Soars & Soars: 2002), and the degree to which Cultural Awareness [CA] is present in the material. CA is herein defined as the use of empathy to explicitly examine the contextual variations which give rise to different languages and cultures with the aim of avoiding stereotypes and promoting a mediated third linguistic and cultural place which incorporates the variations of context inherent in a student’s L1 and WEs. The thesis provides an overview of TESOL methodology together with issues arising from postmethod views of TESOL. Qualifications for ESOL teachers, namely the CELTA and Cert.TESOL, are also examined with specific attention to their inclusion of references to CA. The examination of NHA is carried out with the use of Hofstede & Bond’s (1980) Dimensions of Cultural Variability to provide a dimensional profile of NHA. Finally there is a discussion of the extent to which CA is present in NHA and recommendations for the future development of ESOL and TESOL material.
AFRIKAANSE OPSOMMING: Die doel van hierdie tesis is om ‘n waardebepaling van TESOL materiaal te doen, veral New Headway Advanced (NHA) – 3e weergawe (Soars & Soars:2002), en die mate waarin Kulturele Bewustheid (KB) in die materiaal teenwoordig is. KB word in hierdie konteks gedefinieer as die gebruik van empatie vir die deeglike ondersoek van kontekstuele variasies wat lei tot verskillende tale en kulture ten einde stereotipering te vermy en ‘n bemiddelde derde taalkundige en kulturele plek te bevorder wat die kontekstuele variasies inherent in ‘n student se L1 en WE insluit. Die tesis voorsien ‘n oorsig van die TESOL metodologie saam met kwessies voortspruitend uit sieninge na die aanbieding daarvan. Kwalifikasies van onderwysers, naamlik CELTA en die TESOL sertifikaat, word ook ondersoek met spesifieke verwysing na KB. Die ondersoek van NHA word gedoen met behulp van Hofstede & Bond se (1980) Dimensions of Cultural Variability om ‘n dimensionele profiel van NHA te verskaf. Laastens is daar ‘n bespreking van die mate waarin KB teenwoordig is in NHA en aanbevelings vir die toekomstige ontwikkeling van ESOL en TESOL materiaal.
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Fleming, Tania Dawn. "Enhancing Awareness of Cultural Safety Among Midwifery Academics." Thesis, Griffith University, 2018. http://hdl.handle.net/10072/382674.
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This PhD aimed to improve awareness of Cultural Safety amongst midwifery
academics. The provision of culturally safe educational experiences and learning and teaching practices are key strategies to improving the academic success of First Peoples students. This PhD thesis with publication is presented in nine chapters and consists of six manuscripts which have been published or are under review. The first chapter introduces the background, aim, significance, and an overview of the studies.
Chapter two is presented in three parts. Part one explores the intersection between my PhD research program, my position as a non-Indigenous researcher, and my
reflexive self. Part two outlines the development of a conceptual framework that underpins this research. A reframed standpoint theory was developed that blends
cultural, Indigenous and feminist standpoint theories. This reframed standpoint theory
guided the mixed methods used across this PhD program and is described in Part three.
Study one was an integrative systematic review of educational strategies to promote academic success and resilience in undergraduate Indigenous students. The included papers were critiqued from a standpoint theory approach that reflected
feminism, cultural respect, and humanism. Key strategies for Indigenous student success were found to be multi-faceted and underpinned by principles of respect, relationships, and responsibility. The review identified a relative lack of published research in this field and few validated measures.
Study two was an integrative review of the literature on the scope and efficacy of professional development interventions to increase awareness of Cultural Safety by
midwifery academics. Papers were assessed using the Critical Appraisals Skills
Program (CASP) guidelines. Concepts were mapped thematically. Five broad themes
emerged: Cultural Terms, Knowledge of Culture, Cultural Education, Cultural Aspirations/Desire and Culture in Curricula. This study found no agreed best practice framework to support awareness of Cultural Safety for midwifery academics. Cultural Safety needs to be embedded into professional development plans for midwifery
academics.
Study three aimed to develop a tool measuring awareness of Cultural Safety. A staged model for tool development included; generation of items, content validity
testing and expert First Peoples cultural review, administration of items to a convenience sample of academics, and psychometric testing. An online survey was
completed by academics (n = 42). The Awareness of Cultural Safety Scale (ACSS)
was found to be reliable (Cronbach’s alpha of 0.87) and valid. Three factors were generated with sound internal reliability. There was a significant correlation between ACSS and Awareness of Racism scores.
Study four implemented and evaluated a continuing professional development intervention to improve midwifery academics’ awareness of Cultural Safety. A prepost intervention mixed methods design was used. The intervention consisted of two workshops and five yarning circles across a semester. Data included responses on the ACSS, self-assessment on cultural knowledge and perceptions of racism, evaluation of the intervention, participants’ journal entries, and researcher’s
reflections. Participants awareness of Cultural Safety improved after attending the professional development program. Participants reported a high level of satisfaction with the workshops and yarning circles.
Study five explored the impact of yarning circles within a professional development program to enhance midwifery academics’ awareness of Cultural Safety with eight
participants. Interviews were analysed using a staged thematic analysis process. Six
key themes that centred on participants’ sense of belonging, sense of safety, sense knowing, sense of support, sense of difference, and sense of challenge were identified. These concepts were supportive of participants’ developing awareness of Cultural Safety.
Study Six examined awareness of Cultural Safety within the broader midwifery
profession. An online survey design included the Awareness of Cultural Safety Scale – Revised (ACSS-R), Self-assessment of Cultural Knowledge and Perceptions of Racism scales. Members of the Australian College of Midwives or the Congress of Aboriginal and Torres Strait Islander Nurses and Midwives were invited to participate.
The ACSS-R was found to be reliable and valid, but the low response rate (n=92) may reflect implicit bias in the workforce towards Cultural Safety. The thesis concludes with a discussion of the overall findings and conclusions. The limitations of the program of work are outlined. Implications and recommendations for further research, education and practice are outlined.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Nursing & Midwifery
Griffith Health
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Yoder, Beth A. "Evaluation of KnowledgeWorkx's cultural mapping and navigation assessment : a cultural self-awareness instrument." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/799.
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This exploratory and original research project examined the Cultural Mapping & Navigation Assessment (CMN) in order to evaluate it as an intercultural training tool. This instrument was designed by KnowledgeWorkx's multicultural team to assist people in understanding cultural dimensions and developing cultural self-awareness, which are foundational to a person developing intercultural competence. The instrument was evaluated in several ways. The theoretical constructs being measured were reviewed in the literature. The questions used in the CMN were subjected to multilingual and multicultural reviewers and the instrument was statistically analyzed for reliability and validity. Based on that data, changes were made and the revised instrument was administered to a new group. Unstructured interviews were conducted with 10 of the respondents and analyzed for three themes: the degree to which respondents thought their CMN results 4 reflected them; the effects on the participants' cultural self-awareness; and helpfulness as identified by the participants. According to the interviews, the desired outcomes of in creased cultural self- and other-awareness were achieved, as was growth in understanding of cultural dimensions. Content validity is suggested by the strong theoretical foundation. Future research with a larger population will continue to provide important understanding of this valuable intercultural training tool. Finally, information is provided regarding CMN availability, training, support, and cost in order to make it easy for trainers and consultants to evaluate the instrument for their purposes.
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Pires, Tiago. "Cultural Awareness Military Training em Portugal, o Estudo de Caso do Afeganistão." Master's thesis, Academia Militar. Direção de Ensino, 2015. http://hdl.handle.net/10400.26/9862.
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O estudo relacionado com a atuação das forças no conflito do Afeganistão, reúne em si um conjunto de problemas associados ao relevo e à cultura. Esta investigação tem como título “Cultural Awareness Military Training em Portugal, o Estudo de Caso do Afeganistão”, e surge no seguimento da problemática ligada à cultura. O objetivo da mesma é apresentar uma caraterização da instrução e treino das questões ligadas à cultura, no aprontamento de uma força nacional para o teatro de operações do Afeganistão, verificando o resultado da sua aplicação. A pergunta inerente à problemática estudada é “Em que medida é o Cultural Awareness Military Training relevante para o sucesso das missões das FND portuguesas no Afeganistão?”, que se refere a todas as forças destacadas pelo Exército para este território nos períodos compreendidos entre 2002 e 2014. Para alcançar esse objetivo e responder às questões levantadas durante a investigação, o trabalho recorreu a uma abordagem metodológica hipotético-dedutiva, através do método de estudo de caso. As técnicas de recolha de dados utilizadas na investigação foram a recolha de dados a partir de dados documentais e através de entrevistas semidiretivas. Conclui-se, com a presente investigação, que a formação e treino das forças nacionais destacadas para este teatro, quer em termos de forças constituídas, quer em termos individuais, teve, ao longo do tempo, um evoluir quer na abordagem, quer no número de tempos de instrução, verificando-se uma evolução na forma de se ministrarem estas instruções, na sua apresentação e na seleção do público-alvo. Concluiu-se também que fruto das caraterísticas culturais associadas ao povo português, os nossos militares obtiveram grande sucesso junto da população militar e civil neste teatro. Tais caraterísticas são diversas vezes apontadas como fator de sucesso das missões desempenhadas pelos nossos militares e também referenciadas com grande destaque por militares, não só afegãos, mas também de outras nações que interagiram diariamente neste território.
Palavras-chave:Abstract The study is related with the actuation of the military forces in the Afghanistan conflict, unites within itself a combination of problems associated with the morphology of the grounds and the culture. This investigation has the title “Cultural Awareness Military Training in Portugal” and The Case Study of Afghanistan, and surges due to the problematics attached to the culture. The objective of the same is to present a characterization of the instructions and training of the questions related to the culture, in the deployment of a national force for the theatre of operations of Afghanistan, verifying the result in its application. The question inherent to the problematics studied is “In which measure is the Cultural Awareness Military Training relevant to the success of the missions of the Portuguese FND (Nacional Deployed Forces) in Afghanistan?”, which refers to all deployed forces by the Army to this territories in periods understood between 2002-2014. To reach this objective and answer the researched questions raised during this investigation, the study appealed to an approach of hypothetic-deductive methodology, through the method of case study. The technics of retrieving data used in the investigation were the retrieval of data from documented data and through semi direct interviews. We conclude, with the present investigation, that the formation of national trained forces deployed to this theatre, be it in terms of constituted forces, be in terms of individual forces, had, throughout this time, an evolution be it in the approach, be it in the number of times of instruction, in its presentation and in the selection of target public. We also conclude the fruits of the cultural characteristics associated with the Portuguese people, that our armies obtained great success with civil and military population of this theatre. Such characteristics have been diverse times pointed out as a factor of success of the missions done by our armies and also referred with great distinct by military forces, not just the Afghanistan, but also by other nations that interacted daily in this territory. Keywords: Cultural Awareness Military Training, Afghanistan, Culture, Education
15
Wilhelmson, Mika. "What Culture? : Cultural representations in English as a foreign language textbooks." Thesis, Högskolan Dalarna, Engelska, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19884.
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Teaching the cultural aspect of foreign language education is a complex and sometimes difficult task, especially since English has become an international language used in different settings and contexts throughout the world. Building on the idea that the spread of the English language and its international status in the world has made English an important school subject to develop students’ cross-cultural and intercultural awareness, this paper has studied what research reveals about the influence this has had on cultural representations in English as a Foreign Language (EFL) textbooks. Findings from a systematic literature review that analyzed four different international studies on the topic are presented. The study showed that EFL textbooks often present stereotypical and overgeneralized representations of culture and that the cultural aspect of EFL education is not adequately addressed since focus tends to lean towards language proficiency. Results also indicated that though steps are made to include cultural representations from different international contexts, the target culture of countries where English is the first language remains dominant in EFL textbooks. The findings are discussed in correlation with the Swedish national curriculum and syllabus.
16
Moreland, Janice M. "THE EFFECTS OF SERVICE-LEARNING ON CULTURAL SENSITIVITY, CULTURAL AWARENESS, AND CULTURAL COMPETENCE BEHAVIOR OF NURSING STUDENTS." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1437582500.
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Roberts-Walter, Patricia Fay. "Determining the validity and reliability of the Cultural Awareness and Beliefs Inventory." online access from Digital Dissertation Consortium, 2007. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3270807.
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Clark, Yvonne. "Evaluation of a public service cross cultural awareness program /." Title page, contents and abstract only, 1994. http://web4.library.adelaide.edu.au/theses/09AR.PS/09ar.psc596.pdf.
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Middlestead, Andrea Jean. "Cultural Awareness and Provider Based Care for Refugee Women." Diss., North Dakota State University, 2013. https://hdl.handle.net/10365/27048.
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This disquisitional aimed to improve the cultural education of nurse practitioner's (NP's) related to female refugee populations. The ultimate goal was to improve health care outcomes and decrease disparities for refugee women by focusing on increasing cultural understanding, enhancing education, and providing a framework which NP's can utilize in daily practice. An online educational module was created and offered on the American Association of Nurse Practitioners Continuing Education website. Traditional cultural health care practices for the top 10 refugee populations in the United States in 2011 were compiled, compared with current cultural competence and awareness of primary care providers and formulated into an educational module. A 1.25 hour long PowerPoint accompanied by audio, pretest, posttest, and evaluation were created for members of the American Association of Nurse Practitioners. Participants were able to receive 1.25 continuing education units upon completion of the entire module and evaluation. Purposes from the educational module evaluation questions included: (a) perceived educational preparation during graduate education and at the postgraduate level, and (b) the perceived effectiveness of the educational method. Both purposes were supported through NP evaluation responses (n=85). There was a lack of graduate education on cultural awareness and implementation into practice found in literature. The evaluation results from this project conflicted with the literature by demonstrating 90% of participants felt adequately prepared during graduate education. The majority (94%) of respondents specified that the module "completely" or "quite a bit" promoted learning for each participant free of commercial bias. Educational modules using PowerPoint with audio appeared to be an acceptable educational strategy for NPs regarding cultural awareness based on survey evaluation data. As the culture of the patient population within the United States continues to evolve and change, it is of vital importance that NPs stay up to date on current practice and treatment changes that are culturally appropriate and sensitive. An educational framework to maintain cultural awareness, enhance understanding, and increase communication becomes a forefront issue. In order to assist with the coordination of care in the hopes to diminish health care related disparities, continued research is needed in the delivery of educational modules.
20
Jaster, Mary Frances. "Storytelling in the transformative process of cultural self-awareness." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/749.
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The research project asks the question: What role does storytelling have in enhancing cultural self-awareness and achieving perspective transformation in terms of values, attitudes, and assumptions about the world? The study group comprised people who participated between 1995 and 2009 in a year-long Colorado Vincentian Volunteer (CVV) program for young adults. It combined an online survey with 1-hour follow-up interviews by phone with nine individuals. This data is augmented with written stories produced during their volunteer year by the interviewees. The study shows that over 90% of those surveyed agree that regular, structured reflective story-telling sessions helped consolidate their learning and foster perspective transformation as defined by Mezirow (1990). Analysis of interviews plus evidence from written stories supports these claims and also illustrates volunteer development of cultural self-awareness as described by Yoshikawa (1980). I conclude that storytelling can be a significant emotional, psychological, and intellectual support to people involved in voluntary intercultural experiences.
21
French, Lorie J. Waggoner. "A study on how multi-cultural awareness training changes the cultural sensitivity of teachers /." Electronic version (PDF), 2005. http://dl.uncw.edu/etd/2005/frenchl/loriefrench.pdf.
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Yoder, Beth A. "Evaluation of knowledge knowledgeworkx's cultural mapping and navigation assessment : a cultural self-awareness instrument." Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/799.
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Robinson, Lynda Marie Cesare. "Educational Leadership in the Age Of Diversity: A Case Study of Middle School Principals' Cultural Awareness and Influence in Relation to Teachers' Cultural Awareness and the Use of Culturally Responsive Curriculum and Pedagogy in Classrooms." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/194476.
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This embedded case study examined middle school principals' self-reported cultural awareness, teachers' self-reported cultural awareness, and principals' influence on cultural awareness in the school. In addition, the study focused on how principals influenced teachers' cultural awareness and implementation of multicultural education, and culturally responsive curriculum and pedagogy in classrooms.The conceptual framework for the study was based on theoretical perspectives of Banks' (1999) Eight Characteristics of the Multicultural School, Gay's (2003) Culturally Responsive Curriculum and Pedagogy, and Lindsey, Roberts, and CampbellJones' (2005) Cultural Competence Continuum. Two principals and 10 teachers from two schools volunteered to participate in the study. The methodology included the development and use of semi-structured principal and teacher interview instruments, a teacher classroom observation instrument, and an instrument for analysis of curriculum documents. Findings revealed variable levels of participants' cultural awareness and competence, pedagogical practices, and curriculum implementations. A triangulation of data sources from interviews, observations, and documents suggested that the two principals' leadership conveyed similarities and differences in influencing teachers' cultural awareness and supporting their implementation of culturally responsive curriculum and pedagogy within classrooms.
24
Silverman, Anita S. "Cultural competency : an inside view of today's classrooms." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1354637.
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This study was designed to determine the effects of various teacher characteristics on their level of cultural competency as measured by the Cultural Competency Survey. Teacher characteristics of interest were sex, age, years of teaching, grade level currently teaching, and degree level earned.The sample consisted of 2800 teachers, teaching in 82 schools. They ranged in educational experience from student teachers to those with doctoral level degrees and in length of experience in urban schools from just a few months to over 29 years. Of the 2800 teachers requested to complete the survey, 594 were minority teachers. This makes up 20% of the teaching population.The Cultural Competency Survey was adapted with the help of the Indianapolis Public Schools from a paper-and-pencil survey to one that was administered to each and every IPS teacher through the IPS intranet survey capabilities delivered through the IPS Online portal.The data were analyzed using statistical programs from the Statistical Package for the Social Sciences (SPSS,13.0.1). Significant differences in the dependent variable on the Cultural Competency Survey were explored among the groups of teachers categorized by race/ethnicity, length of service, education, and grade level taught (the independent variable) with a standard split-plot factorial Analysis of Variance (ANOVA) design.Results showed main effects for sex and race with females generally scoring higher than males and African Americans scoring higher than Caucasians. Possible reasons for these findings were discussed and a call for future research was offered.Department of Educational Leadership
25
Crawford, Dana Elaine. "Therapists’ Awareness, Identification, and Management of Culture-based Countertransference." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1334711065.
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Atkins, Shawna Leigh. "A qualitative study into the development of multicultural awareness of white counsellors /." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85121.
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This qualitative research project explores the multicultural awareness development of white counsellors. Participants for this study consisted of 16 multiculturally competent counsellors. The data was analyzed using grounded theory methodology. Early personal experiences with differences in which they were sensitized to social injustices were the most important contributor to their multicultural awareness development. This factor appeared to lay the foundation for an ongoing personal initiative to develop multicultural awareness in which they maximized what they could learn from their culturally diverse clients, work environments, coursework, supervision, and mentoring opportunities. Their personal initiative also inspired them to persevere despite the difficult emotions and conflict inherent in this developmental process.
27
Barry, Pamela Louise. "Teacher's awareness and response to cultural diversity in the classroom." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq22702.pdf.
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Collins, Sohmer Evans. "Cultural diversity awareness of elementary school teachers in Georgia classrooms." Click here to access dissertation, 2009. http://www.georgiasouthern.edu/etd/archive/spring2009/sohmer_e_collins/Collins_Sohmer_e_200901_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2009."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Linda M. Arthur. ETD. Includes bibliographical references (p. 87-97) and appendices.
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Dwyer, Edward J. "Using Periodicals to Promote Reading/Writing Competencies and Cultural Awareness." Digital Commons @ East Tennessee State University, 1989. https://dc.etsu.edu/etsu-works/3393.
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Nyman, Gomez Christian. "A game to gain awareness of cultural differences : Comparing the effect of a social game and an open discussion exercise." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-12541.
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This thesis explores whether a social game shows indications of being more effective to raise awareness of cultural differences than an open discussion exercise. Within the field of Serious Games there are studies exploring the area. Among them some studies aim to train the cultural understanding of military personnel or are business relationship oriented, while others try to motivate immigrant to interact with local population or convey situation which may lead to culture shock.To conduct the experiment critical incidents were developed using a model where individualistic and collectivistic cultures are compared in social and work related situations. Participants, students from Swedish for immigrants, were divided into two groups. One group was playing the game and the other was having an open discussion exercise. Results show after the session and three weeks later indications of the game being more effective raising awareness of cultural differences.
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Thompson, Jody Alycia. "Transformation within College Students Participating in a Cultural Awareness Program: Perceptions of Becoming Culturally Competent." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29635.
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Cultural competence is defined as having the knowledge, skills, and attitudes to interact and assist people from culturally and ethnically diverse backgrounds (Sue, 2001). People who are culturally competent are aware of their own cultural background and the backgrounds of groups that are different. These individuals understand and appreciate a variety of cultures. Much of the research on cultural competence has focused on practitioners or graduate students in medicine, psychology, education, and social work (Eunice, 2004). Primarily, this research has looked at the training that these individuals have received and their attitudes about interacting with diverse groups.
Howard-Hamilton, Richardson, and Shuford (1998) proposed that a set of competencies be developed for college students similar to those created for practitioners. Examples of those competencies include an understanding the cultural backgrounds of other groups, being able to interact with diverse individuals, an appreciation for diversity and valuing social justice for all cultural groups, etc. Research on cultural competence and college students has primarily focused on attitudes of college students towards diverse individuals (Hu & Kuh, 2005; Nelson-Laird, Engberg, & Hurtado; 2005; Pascerella & Terenzini, 2005; Pacerella, Edison, Nora, Hagedorn, & Terenzini, 1996; Whitt, Edison, Pascerella, Terenzini, & Nora, 2001). Studentsâ in and out-of-class experiences give them a holistic education in which they develop an appreciation of individuals whose cultures are different (Kuh, 1995). Yet, very little research has focused on studentsâ experiences learning about and interacting with individuals from other cultures.
The purpose of this study was to gain insight from students participating in a cultural awareness program regarding their experiences before and during college that shape their cultural competence. Specifically, I examined studentsâ perspectives on pre-college and college experiences that influence their values and beliefs about their own and othersâ racial/ethnic culture. The participants of the study were college students who participate in a cultural awareness grant program.
This study is phenomenological by nature. Data was obtained from interviews, field notes, and studentsâ journals. Three interviews were conducted with each of the participants. In the first interview, the students were asked about their backgrounds and how they describe their racial or ethnic culture. In second interview, the participants were asked about their interactions and experiences with other racial or ethnic groups on campus. The third interview focused on studentsâ opinions about learning about issues of race and ethnicity.
The data were analyzed using constant comparative analysis (Strauss & Corbin, 1998), inductive analysis (Patton, 2002) and open coding (Rossman & Rallis, 2003). Profiles of the participants were created from the interview transcripts and field notes (Seidman, 2006). The background, experiences, and perspectives of students were described in narrative form. Results of this study indicate that four factors have an impact on participants becoming culturally competent: (a) family influences, (b) formal learning, (c) encounters with others, and (d) personal interests.Ph. D.
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Bach, Alyssa Ann. "Through the Eyes of a Child: Cultural Awareness via Appalachian Literature." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366200947.
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Peters, Matthew Aaron. "The Side Stage a critical cultural awareness forum in Washington, D.C. /." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2676.
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Thesis (M. Arch.) -- University of Maryland, College Park, 2005.Thesis research directed by: Architecture. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Olsson, Magnus. "TeachingLiteracy and Cultural Awareness : -through the Novel To Kill a Mockingbird." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-52317.
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This study explains how scholars reason around the teaching of literature for promoting cultural awareness. It also claims that To Kill a Mockingbird may profitably be taught in course 6 and 7 for the subject of English, in Swedish upper-secondary schools, in order to promote cultural awareness regarding the American South and its long history of racial injustice. The novel can also be taught to enhance students’ literacy because, as the literature presented in the background argues, students who read and discuss novels with a socio-cultural and historical perspective become more literate and culturally aware. My discussion presents examples of how To Kill a Mockingbird can be taught in accordance with these theories. This study explores language learning theories and literacy theories in order to determine how novels can be taught in order to develop students’ literacy and cultural awareness. Finally it argues that To Kill a Mockingbird can be taught in accordance with these theories and thereby fulfil part of the syllabus for the subject of English regarding cultural awareness and literacy.
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Murray, Ron, and s. a. james@unimelb edu au. "Analysis of Professional Practice of Being an Indigenous Cultural Awareness Trainer." RMIT University. Education, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091022.163724.
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The purpose of this research project has been to gain a deeper awareness of the practice of Cultural Awareness Training and to develop resources that will support other practitioners in the field. My hope in undertaking this project is to make the wider community more aware of what it means to be Aboriginal, at a time when jail is replacing initiation for many young Indigenous people. I want to engender a greater understanding about social, cultural and political issues in the Aboriginal community, by building bridges of awareness between Indigenous and Western cultures. My research question is: How does my approach to Cultural Awareness Training deal with uninformed and racist attitudes towards Aboriginal people in ways that effect positive, constructive change? In the documentation of my professional practice, I have examined critical incidents that have shaped my responses to uninformed and racially stereotyped attitudes within an educational context. This includes stories of overt racism in the classroom experience. In undertaking critical reflection about my professional practice as a Cultural Awareness Trainer, I have aimed to provide insights, as well as practical resources, to support the professional practice of others in this field.
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Ahrens, Isabella, and Theresa Guetz. "Transnational Strategy Shift: The Importance of Cultural Awareness : - Case Study: IKEA." Thesis, Högskolan i Borås, Akademin för textil, teknik och ekonomi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-673.
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Globally operating business organizations tend to use a global strategy by using a standardized strategy as a fixed format. However, this has developed to be very ineffective for the ability to compete in the different markets worldwide. The adaptation of local preferences hence, seems to be crucial but also very complex for multinational retailers. This study therefore, determines the complexity of considerations that a shift from a global to a transnational strategy includes. The decision making of which strategy is appropriate for multinational retailers to compete on a global market can be quite puzzling, as is can be seen in the bed textile segment. Therefore this research paper investigates, within a case study of IKEA’s bed textile department, if a shift from a global to a transnational strategy is of advantage for a multinational retailer like IKEA and to what extend cultural awareness has to be considered. The methods that were used for this study include a literature review in the mentioned focus area and a collection of primary data through a qualitative research design with an open questionnaire sent to the Sales Leaders of IKEA. The research has shown that market research is an important factor when it comes to cultural related differences between the countries. Also, when dealing with the concern of adaptation of the market relevant bed textile sizes to the product range, the Sales Leaders of IKEA have perceived different concerns. Therewith a full adaptation may not be the solution for all businesses, since this depends on the product and market preferences. The cultural preferences in each country and the right degree of standardization and local preferences are a big issue for the global bed textile industry and are hence perceived as the main challenges in this concern. Possible paths for future investigations are shown by the results of this study. Thus, an inclusion of other cases could enable the possibility of a generalization of the study’s findings. Also, the same case study could be expanded by including customers input in the individual markets; this would lead to a better understanding of the customer’s preferences and a higher validity of the study. Last but not least this study has shown that there is no simple answer given whether a shift from a global towards a transnational strategy is of advantage for multinational retailers; however interesting factors concerning the shift could be identified.
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Slaney, Jaime D. "Leadership Practices That Support Marginalized Students: Cultural Awareness and Self-reflection." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108821.
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Thesis advisor: Lauri JohnsonThis qualitative case study, part of a larger group study about how leaders support marginalized student populations in a Massachusetts school district, explored how leaders develop and maintain cultural awareness and self-reflection for themselves and for their teachers. The study asked: 1) How, if at all, does the leader develop and maintain critical self-reflection to support marginalized populations? And 2) What leadership practices does the leader enact, if at all, to engage teachers in cultural awareness and self-reflection? Data was gathered and analyzed from 20 semi-structured interviews, including the superintendent, two assistant superintendents, director of bilingual education, two secondary level principals, two elementary level principals, and 12 teachers, and document reviews. Findings indicate that almost all of the leader participants exhibited cultural awareness and reflectiveness which was attributed to either feeling marginalized themselves, or through childhood and professional experiences. Leaders utilized a variety of leadership practices to maintain their awareness, engage in self-reflection, and create more equitable environments for marginalized students, but these practices were not consistent, embedded, or persistent. Implications of this study reveal that district and school leadership practices to enact cultural awareness and self-reflection of leaders and teachers are critical to effectively address inequities and to support marginalized students
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Rogers, P. Clint. "Exploring cultural competence in the lived experience of instructional designers /." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1220.pdf.
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Coetzee, Yolandé. "Intercultural experiences of South African business coaches / Yolandé Coetzee." Thesis, North-West University, 2013. http://hdl.handle.net/10394/10113.
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Interactions between business counterparts have become increasingly free from boundaries, as technological innovation brings the world closer together (Adler, 2002). Locally, the typical South African organisation employs workers from a multitude of cultural backgrounds, at various levels of acculturation. Organisational coaches must be prepared to engage with diverse national and international client populations. Coaching bodies such as the Worldwide Association of Business Coaches (WABC, 2008) and the locally-based Coaches and Mentors of South Africa (COMENSA, 2009; COMENSA, 2010), require coaches to provide culturally responsive services to coachees. If the coach differs culturally from the coachee, he/she may incorrectly use his/her own understanding of what is appropriate for a situation to make sense of the coachee’s behaviour, possibly leading to the misinterpretation of the diverse coachee’s situation. In addition, the coach may also project his/her own cultural bias and stereotypes onto the coachee. This in turn may lead to barriers in communication, and ultimately to the inhibition of efficiency of the coaching process as possible outcomes. Inefficient coaching may not allow for the achievement of the desired results, leading to financial losses for the company. Therefore, it is imperative that the coach is aware of his/her own culturally-laden values, beliefs and expectations which may include biases, prejudices and stereotypes held about the coachee, i.e. his/ her cultural self-awareness. The purpose of the current research study was to explore and describe the experiences and perceptions of South African organisational coaches in terms of cultural self-awareness. Specifically the study investigated how eight South African organisational coaches (N = 8) develop, maintain and promote cultural self-awareness, and what the perceived consequences of such awareness were. The study was conducted within the constructivist research paradigm and utilised a qualitative research approach. The multiple case study research strategy employed in-depth interviews to collect the research data. A grounded theory research methodology was used to analyse and explore the experiences and perceptions of South African organisational coaches in developing and utilising cultural self-awareness. Eight findings were obtained from the interviews, namely: the cultural self-awareness cultivated during coaching developed as part of a general process of cultural self-awareness, which in turn formed part of the participants’ personal development; both intentional strategies and happenstance led to the coaches’ cultural self-awareness; situational and internal factors contributed to changes in their cultural self-awareness; cultural self-awareness is maintained through self-management involving internal and external strategies; future cultural self-awareness is promoted through pursuing experiences that would cause them to question bias; a change in cultural self-awareness held consequences for the personal developmental process as well as for the coachee, and the coaching process; the meaning of cultural self-awareness was explained by using metaphors. The most prominent metaphors the coaches used were ‘sight’, ‘the past’, ‘internal work’, and ‘managing’; additional psychosocial processes that occur during intercultural coaching which can be grouped under macro, meso and micro issues, contextualised the process of cultural self-awareness during intercultural coaching. The findings were interpreted to show that various levels, developmental paths, and applications of cultural self-awareness exist amongst organisational coaches. On the basis of the results obtained from the research study, recommendations were made for future research, coaching education and training programmes, coaching clients, and current or prospective coaches.Thesis (MA (Industrial Psychology))--North-West University, Vaal Triangle Campus, 2013
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Roberts-Walter, Patricia Fay. "Determining the validity and reliability of the cultural awareness and beliefs inventory." Texas A&M University, 2003. http://hdl.handle.net/1969.1/6013.
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The purpose of this study was to examine the validity and reliability of the
Cultural Awareness and Beliefs Inventory (CABI). The CABI consist of forty-six items
that measures urban teachersâ cultural awareness and beliefs on a Likert-type four-point
scale. In addition, this study also examined the extent the CABI determined statistically
significant differences by demographic characteristics, such as teachersâ ethnicity or
years of teaching experience.
During the 2005âÂÂ2006 academic year, data for this study was collected from the
Cultural Awareness and Beliefs Inventory (CABI). Approximately 1873 Prekindergarten
through Grade 12 teachers, employed by an urban public school district
located in southeastern Texas, completed the survey.
Construct validity was determined by internal consistency, content validity,
convergent and divergent validity. To investigate the internal structure, an exploratory
factor analysis, EFA, yielded an eight-factor, 36-item inventory. The eight factors,
Factor I: Teachersâ Beliefs, Factor II: School Climate, Factor III: Culturally Responsive Classroom Management, Factor IV: Home Community School, Factor V: Cultural
Awareness, Factor VI: Curriculum and Instruction, Factor VII: Cultural Sensitivity, and
Factor VIII: Teacher Efficacy were examined by a jury of experts to establish the
content validity of the eight-factor, 36-item inventory. Convergent and divergent validity
was established for six of the eight constructs by conducting a Pearson product moment
correlation. CronbachâÂÂs alpha coefficient was conducted to measure the internal
consistency reliability of the 36-item CABI. The reliability was established at .83.
Further, the alpha for the eight factors, or scales, ranged from 46 percent for
TE to 88 percent for CRCM.
Differences in the teachersâ perceptions by teachersâ ethnicity were determined
for TB, CRCM, CS and TE. Follow-up Scheffe post hoc analyses indicated that African
American teachers had significantly more positive perceptions of TB, CRCM, and CS.
Hispanic American teachers had significantly more positive perceptions of TE.
Differences in the teachersâ perceptions by years of experience were determined for
CRCM and HCS. Follow-up Scheffe post hoc analyses indicated that teachers with more
years of experience had significantly more positive perceptions of CRCM than first year
teachers. First year teachers had significantly more positive perceptions of HCS.
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Rudolph, Stephanie. "Is there a fate worse than death? a comparison of social exclusion and terror management theory : employing cultural primes to elicit cultural worldviews /." Diss., Connect to the thesis, 2006. http://hdl.handle.net/10066/751.
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Chhoeung, Varman S. Machiela Chad T. "Beyond Lawrence ethnographic intelligence for USSOCOM/." Monterey, California : Naval Postgraduate School, 2009. http://edocs.nps.edu/npspubs/scholarly/theses/2009/Dec/09Dec%5FChhoeung%5FMachiela.pdf.
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Thesis (M.S. in Defense Analysis)--Naval Postgraduate School, December 2009.Thesis Advisor(s): Simons, Anna. Second Reader: Tucker, David. "December 2009." Description based on title screen as viewed on February 01, 2010. Author(s) subject terms: Sociocultural log, sociocultural report, ethnographic intelligence, ethnographic sensor, sensor teams, cultural intelligence, sociocultural understanding, sociocultural conceptual framework, DoDD 3000.5 (SSTR). Includes bibliographical references (p. 65-68). Also available in print.
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Kim, Bomin. "Recycling History| Early Modern Fasting and Cultural Materialist Awareness in Thomas Middleton." Thesis, New York University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557008.
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This dissertation explores the possibility of an early modern cultural materialism in selected dramatic works of Thomas Middleton in which fasting plays a prominent thematic role. The once venerable Christian practice of fasting was compartmentalized into secular and religious components in the wake of the Protestant Reformation in England even as its overall practical contour was preserved largely intact. It was subjected to conflicting representations and programs for reform, and appropriated by differing political and ecclesiastical factions. The vicissitudes that beset fasting offered a fertile ground for cultivating an understanding about the nature of the material basis of cultural formations and the historical dynamic governing their fates. It is this indigenous cultural materialist understanding, I argue, that Middleton's treatment of fasting in his dramatic works exemplifies.
The first chapter offers a history of fasting from the early church to its secularization under Queen Elizabeth as Protestant status quo ante in reference to which later departures and appropriations took place. One such departure by King James is the subject of the next chapter on A Chaste Maid in Cheapside in which the king's attempt to re-sacralize fasting is subjected to a materialist satire and made into a springboard for imagining a utopia of a specifically materialist kind. The next chapter on The Puritan contextualizes the play in terms of the puritan attempts to incorporate fasting as part of the Protestant prayer regime in the place of cunning folk's witchcraft and Catholic ecclesiastical magic. Masque of Heroes and Christmas keeping at the Jacobean Inner Temple are the subjects of the last chapter. I discuss the prominence in the masque of the anthropomorphized Fasting Day in connection with inter-generational and inter-constituency struggle for the custodianship of the valued custom of Christmas keeping.
These studies represent a series of historicist contributions to Middleton scholarship on the individual works. More broadly, they constitute an attempt to exploit insights from cultural history and material culture studies to broaden the scope of the study of religion in early modern English drama.
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Sato, Chizu. "Education for cultural awareness : a study of a Japanese school in England." Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326979.
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Wakefield, Mark John Richard. "Interculturality in the Primary EFL Classroom: Increasing Tolerance through (Inter) Cultural Awareness." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2012. http://hdl.handle.net/10362/7907.
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Dissertação apresentada para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Didáctica do Inglês,Os alunos de inglês como língua estrangeira aprendem as regras e convenções da língua para facilitar o seu percurso até se tornarem utilizadores competentes da língua inglesa. Este processo é justificado pelo facto de o inglês ser amplamente reconhecido como a língua mais utilizada na comunicação intercultural e comércio internacional. Este texto vai argumentar que o inglês, como língua estrangeira, é uma ferramenta essêncial na economia moderna. Portanto, pode ser usada para ampliar os horizontes tanto filosóficos como intelectuais dos alunos de inglês como língua estrangeira pois utiliza completamente as competências adquiridas através da promoção de princípios fundamentais da educação para a cidadania. Os conceitos de capital cultural, capital linguístico e facilidade linguística de Bourdieu farão parte dos fundamentos da discussão acerca da importância e utilidade social de adquirir competências linguísticas adcionais (ex: a língua inglesa). Focado principalmente no aumento da consciência de outras culturas entre alunos de inglês como língua estrangeira, especialmente de culturas de países onde a língua oficial é o inglês. O objectivo deste texto é identificar e reduzir a intolerância dentro da abordagem inter-cultural, sendo que especial atenção vai ser dada ao racismo.
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Hewiidf, M. (Milla). "Teachers’ reflections on cultural diversity and language awareness in English language teaching." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201606162521.
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This paper examines how teachers interpret and implement in practice certain learning goals of English language teaching in the Finnish national curriculum for comprehensive education which was written in 2014, and which will be implemented starting in 2016. Data was collected by a group interview of two English teachers, which was recorded, transcribed and analyzed. The study concentrates on one of the five learning goals set for English language teaching in grades 7–9, called “Growth to cultural diversity and language awareness” and its three subgoals. It can be concluded that the teachers were familiar with the concepts of the goal, although they viewed language awareness to only concern macro-level comparison between different languages, not micro-level structures within languages. They had positive attitudes towards these concepts and they had creative ideas for carrying out some of the subgoals. The teachers trusted teaching materials to be in line with the national curriculum’s demandsTämä tutkimus selvittää, miten opettajat tulkitsevat ja toteuttavat käytännössä tiettyjä englannin kielen opetuksen oppimistavoitteita Suomen perusopetuksen opetussuunnitelmien perusteista, joka on kirjoitettu vuonna 2014 ja joka tulee voimaan vuodesta 2016 eteenpäin. Tutkimusaineisto kerättiin kahden englanninopettajan ryhmähaastattelulla, joka äänitettiin, litteroitiin ja analysoitiin. Tutkimus keskittyy yhteen viidestä luokkien 7–9 englannin opetukselle asetetuista tavoitteista nimeltä ”Kasvu kulttuuriseen moninaisuuteen ja kielitietoisuuteen” ja sen kolmeen alatavoitteeseen. Lopputuloksena on, että opettajat tunsivat opetussuunnitelman tavoitteen käsitteet, joskin he ajattelivat kielitietoisuuden liittyvän vain makrotason vertailuun eri kielten välillä, ei mikrotason rakenteisiin kielten sisällä. Heillä oli positiiviset asenteet näitä käsitteitä kohtaan, ja heillä oli luovia ideoita joidenkin alatavoitteiden toteuttamiseen. Opettajat luottivat opetusmateriaalien olevan valtakunnallisen opetussuunnitelman vaatimusten mukaisia
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Goodyear, Kathleen McMichael. "Undergraduate Identity Exploration Through the Arts: Increasing Self-Awareness and Cultural Sensitivity." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524015568310808.
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Hjørland, Birger. "Social And Cultural Awareness and Responsibility in Library, Information and Documentation Studies." Scarecrow Press, 2004. http://hdl.handle.net/10150/105676.
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Demonstrates that knowledge concerning social and cultural awareness and responsibility (SCAR) is not opposed to efficiency in information systems development. On the contrary, such knowledge is a prerequisite for developing effective systems. An information system is supposed
to provide relevant information and help fulfil the â information needsâ of users and potential users. The concepts of â relevanceâ and information needsâ in information science should be defined in a way that reflects social responsibility. Approaches that are not open to consider SCAR in user needs and relevance criteria cannot be regarded as being efficient.
Questions related to SCAR are not only relevant for the methodology of information science as a research discipline, but involveâ more or lessâ all kinds of knowledge production. Some theories of knowledge deny this thesis about the role of values, goals, and consequences in scientific activities, while other epistemologies approve it. The hermeneutic insight, that there is no neutral platform from which knowledge can be evaluated, implies that the seemingly neutral epistemologies are wrong: they are never neutral, they just do not acknowledge and discuss their basis, values, and consequences. Epistemological questions should never remain invisible or unconscious.
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Parker, Patricia. "Mental Health Treatment Adherence and Minority Clients' Perception of Clinician Cultural Awareness." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/597.
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Psychological counseling is known to be an effective option for people in need of emotional support. Previous research has shown counseling to be valuable among various age, sex, religious, socioeconomic, and racial groups. Despite its successes, members of certain demographic groups reportedly end supportive psychological therapies early. The purpose of this study was to investigate the experiences of 10 self-identified African American and Hispanic clients who prematurely terminated therapy. A particular focus of this investigation was the clients' perceptions of clinician cultural awareness. This phenomenological study yielded descriptive data in a context sufficient for analysis with the use of broad or axial coding systems. Participants indicated that the experience of benign and malign forms of cultural insensitivity precipitated their decision to terminate treatment early. Findings supported that therapists need to have greater cultural sensitivity toward the specific needs of African Americans and Hispanics in the therapy room. Additionally, some of the data was lacking in richness, which may indicate the possibilities that clients from these groups lack (a) full awareness of their roles within the power system of therapy, (b) may need encouragement to articulate a more critical point of view, or (c) the luxury to introspect about the nature of their experiences, which inhibits their responses. Based on these possibilities, future recommendations are presented for gathering richer data from minority clients who terminate therapy early. Improving cultural sensitivity, which may be a matter of respect and transparency more than culturally specific knowledge, has implications for social change by leading to higher retention and, therefore, better treatment outcomes in therapy.
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Chui, Wai-ngor, and 崔惠娥. "The design of a Chinese culture subject aiming at enhancing cultural awareness and the evaluation of itseffectiveness =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38787441.
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