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Dissertations / Theses on the topic 'Cultural education'

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Published: 4 June 2021
Last updated: 20 February 2023

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1

Nyarambi, Arnold. "Cultural Influences on Behavior: Culturally Responsive Behavior Management." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/8237.

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2

Maged, Shireen. "Teacher education for cultural diversity." Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/1499.

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The rapidly growing cultural diversity of school children is an international trend that has been accompanied by concerns that teacher education programmes are not adequately preparing pre-service teachers for culturally diverse classrooms. This qualitative instrumental case study was conducted to gain deep insights into how one teacher education programme at a New Zealand university prepared pre-service teachers for cultural diversity. The study was conceptualised, conducted and analysed through a critical constructivist lens and underpinned by Vygotskian sociocultural theory. The primary research question asked: In what ways are New Zealand pre-service teachers prepared to meet the learning needs of students in culturally diverse classrooms? The question was explored on four levels: Curriculum, pedagogy, perceptions of effectiveness and diversity capacity. Data were collected using semi-structured interviews, observation, document analysis and field notes and were thematically analysed and interpreted through deductive and inductive coding.Results were reported thematically and reflected multiple layers of meaning and interpretations emphasising the complexity of the issue. Key curriculum findings revealed variability in the depth of pre-service teacher preparation for cultural diversity and a predominantly conceptual development of sociocultural competence. The pedagogical findings reported on three types of pedagogical activity, namely dialogic activity, monologic activity and reflective activity and four types of social relationships, namely expert-novice, professional partnership, critical minority and silent minority. Additionally, findings on participant perceptions of effectiveness and on the impact of the teacher’s cultural background on teaching and learning are detailed. The study makes three propositions on how to prepare pre-service teachers for cultural diversity. Limitations of the study and directions for future research are outlined.
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3

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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4

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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5

Cooley, Margaret. "How students from non-dominant cultures perceive their social and cultural experiences in relation to school success." Thesis, Wayne State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646956.

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This study explores the shared narratives of males who are African American, come from low-income families, struggled with school success, and may have been identified as needing specialized instructional services or having learning disabilities. This study includes three participants' narratives on the obstacles and supports they faced during their high school years and when transitioning beyond. It identifies shared themes of sports, reputation, and instruction, transitioning, and mentoring — including the relationship between each and how it impacted their school success.

The development of these thematic elements are related to developing networks and resources related to culture values, identities, and access to social capital. Participants ranged from 22-23 years of age, all having officially graduated from high school, transitioned to college to play sports, but failed to meet the academic requirements necessary to maintain eligibility.

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6

Okoli, Emmanuel Chinyeaka. "Reconciling cultural values through drama education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq20798.pdf.

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7

Short, Christine W. "The cultural metamorphosis of Cree education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ38548.pdf.

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8

Grimes, Janice. "Cultural capital, ethnicity and early education." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282941.

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9

Schartner, Alina. "Cross-cultural transition in higher education." Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/2429.

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This doctoral thesis reports on a longitudinal, mixed methods investigation of the academic, psychological and sociocultural adjustment and adaptation of a multinational sample of international postgraduate students undertaking one-year taught MA degrees in the humanities and social sciences at a single British university (N = 225). Despite a considerable body of empirical research on student sojourner adjustment, longitudinal mixed methods studies are rare (Zhou and Todman, 2009). Thus, this study combined a quantitative questionnaire-based approach with a qualitative interview-based approach. The quantitative element investigated associations over time between a set of contributory factors (English language ability, prior overseas experience, pre-sojourn knowledge about the UK, autonomy in the decision to study abroad, intercultural competence, social contact, and social support) and a range of adjustment outcomes (academic achievement, psychological wellbeing, satisfaction with life, sociocultural adaptation). The qualitative element aimed to monitor students’ academic, psychological and sociocultural adjustment processes over time. A further research interest was in whether and, if so, how an academic sojourn abroad affects student sojourners’ intercultural competence. Data-collection took place over a period of 14 months and comprised three stages: in stage one (October) particpants completed a self-report survey; in stage two (October to June) a sample of 20 student volunteers participated in three waves of one-to-one interviews; in stage three (June) particpants completed a second self-report survey. Additionally, students’ academic grades were obtained from the host university (November). The study revealed a number of associations between ‘pre-sojourn’ factors, social connectedness, and students’ level of adaptation. Moreover, three distinct patterns for academic, psychological and sociocultural adjustment could be teased apart from the data though students experienced the sojourn in distinct and nuanced ways. Finally, the study provides indications for the malleable and dynamic nature of intercultural competence over time. Informed by the empirical findings and in response to the paucity of theoretical models of the international student sojourn, this study proposes a new conceptual model of student sojourner adjustment and adaptation. The suggested model shows some similarities with other models in the wider acculturation literature, but it also refines and extends these models in scope.
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10

Bradley, Erin Nicole. "Cultural Competence: An Issue For Education." Kent State University Honors College / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1303749360.

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11

Renault, Wendy Janet. "Cultural Competence Education for Care Coordinators." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/553.

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Aboriginal people bear a burden of health disparities when compared to non-Aboriginal people in Canada. To date, traditional health-related programs to address these disparities have not been effective. Compounding this problem, the Aboriginal people have also reported dissatisfaction with the healthcare system and the relationships they experience with healthcare providers. However, the literature supports that when providers employ cultural competence in their practice, there is a possibility for improved relationships with patients. Using critical social theory as a framework, the purpose of this project was to conduct a 1-hour class on cultural competence for care coordinators and nurses in a homecare organization in Southern Ontario, and to determine if there was an increase in cultural competence knowledge of Aboriginal people. Fifteen registered nurses attended the educational intervention. Due to the small sample size the non-parametric Wilcoxon signed rank test was used to estimate the difference in scores between pre- and post-test evaluations. Pretest scores were significantly lower than post-test scores (z = -3.05, p < 0.01). Four of the 7 survey items relating to culture affecting daily work, comfort level with cultural competence knowledge, cultural awareness, and addressing power imbalance in the patient provider relationship were individually statistically significant. The findings were supported by comments written in the surveys. It is hoped that the results of this project will be used to demonstrate the importance of cultural competency in care delivery among the Canadian Aboriginal people.
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12

Annan, Esi Sam. "SANKOFA ART EDUCATION: A CULTURAL BASIS FOR GHANAIAN ART EDUCATION." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3867.

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This study is a curriculum research project that focuses on teaching the traditional arts of Ghana and enduring artistic ideas to Ghanaian basic school students. It has been designed based on data from a survey conducted with experts in Ghana arts history and on the traditional arts of Ghana. The curriculum covers the major arts practiced by the traditional artists. It also recognizes some contemporary Ghanaian artists and their artworks. This study offers insights into Ghanaian basic school art teachers’ philosophies and experience with their traditional arts. Through analysis of the findings, the major themes that emerged were changes in the assessment strategies of the national curriculum for Creative Art subject, the opportunities this new curriculum might bring to multicultural education, and the positive effect this curriculum has had on teachers’ understanding and designing of traditional art lessons.
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13

Haagen, Claudia Elisabeth J. "Strategies for cultural maintenance : aboriginal cultural education programs and centres in Canada." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29726.

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This thesis examines the cultural education programs that have been developed over the past two decades by Canada's First Peoples. These programs are designed to strengthen and maintain indigenous cultures by promoting cultural identity and by developing cultural curriculum materials for a broad range of education programs. This thesis gives particular emphasis to cultural education centres and their unique integration of a characteristic set of programs which have been designed to systematically collect, preserve and communicate indigenous cultural knowledge. Despite the effects of more than a century of colonization, and against all expectation. Native cultures have persisted. Native people are now actively communicating a renewed confidence in their own cultures, their values and their ways of doing things. Community-based self-government and the maintenance of a land base are ideologically inseparable from the retention of culture and language, and Native people today view these as integral to their survival and self-determination as distinct peoples within the fabric of the majority society. Cultural education programs and centres perform a significant communication function in the agenda of self-determination by both ensuring and affirming the continuing viability of Native cultures. This thesis explores the ideology of cultural survival and examines its current expression as a program of action directed at the damaging effects of cultural disruption. The background to the emergence of cultural goals is discussed, with reference to their central place in the socio-economic development strategies and education policies developed by Native organizations in the 1970's. A variety of cultural education programs are described with a specific focus on two cultural education centres in British Columbia. Cultural education programs, as they are defined and carried out by various Native agencies, are presented as significant innovations in the definition and management, overall, of cultural heritage. The organizational integration of these programs also represents a significant innovation in the area of community development. In this context, museological themes are explored. Native concepts of culture are contrasted to non-Native concepts of heritage, with particular attention given to some of the problems in the way non-Native museums have traditionally represented Native cultures.
Arts, Faculty of
Anthropology, Department of
Graduate
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14

Gaines, Joseph Harry. "Music as socio-cultural behavior : implications for cross-cultural education. A case study /." Access Digital Full Text version, 1989. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10858209.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1989.
Typescript; issued also on microfilm. Sponsor: William C. Sayres. Dissertation Committee: Mara̕ E. Torres. Bibliography: leaves 143-162.
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15

Doherty, Catherine Ann. "The production of cultural difference and cultural sameness in online internationalised education." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16302/1/Catherine_Doherty_Thesis.pdf.

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This research investigates the cultural politics of 'borderless' education. In Australia, online internationalised education has recently emerged as a market innovation borne from the intersection of two agendas in the higher education sector: an enthusiasm for technological means of delivery; and the quest for international full-fee paying enrolments. The empirical study analyses how both cultural difference and cultural sameness were produced in a case study of borderless education and were made to matter in both the design and the conduct of online interaction. A core MBA unit offered online by an Australian university was selected for the study because its enrolments included a group enrolled through a partner institution in Malaysia. The study is framed in the broad context of the changing cultural processes of globalisation, and in educational markets where knowledge is business. In this more fluid and complicated cultural landscape, the technologies and social practices supporting online education were understood to offer new cultural resources for identity processes. Pedagogy, rather than providing an inert stage for cultural identities to interact, was understood to play an active role in invoking and legitimating possible orientations for student identities. The framework thus builds on a metaculture, or understandings of culture and cultural identity, more appropriate for the cultural conditions of globalising times. The study was conducted as a virtual ethnography of the case study unit drawing on: the observation and recording of all virtual interaction in the unit's website; interviews and dialogues with the lecturer and designer involved; email interviews with some students; and the collection of course artefacts and related documentation. The methodological arguments and design addressed the complexity of grasping how culture is lived in globalised times, and how it is invoked, performed and marked in virtual interactions. Using layered textual analyses synthesising Bernstein's theory of pedagogic discourse and Systemic Functional Linguistics, a description of the unit drew out contradictory aspects in its macrogenre design. On one hand, the design aimed for cultural saming in terms of delivering undifferentiated curriculum and pedagogy for the diverse cohort of students. On the other hand, it also aimed for cultural differencing in the 'student subsidy'of the curriculum. The analysis showed how cultural difference was thus produced as both a curricular asset, and as a series of pedagogical problems in the case study unit. The 'student subsidy' design involved allocating students to purposefully mixed groups for assessable small group discussions in order to enrich the curricular treatment of cultural diversity as a topic of interest. This design invoked expressions of a range of cultural identities and knowledge claims about cultural differences. These claims were analysed with reference to how they were legitimated, and who invoked what culture on behalf of which groups. Despite the design of an undifferentiated process, the conduct of the unit displayed a number of pedagogical problems or 'regulative flares' in which groups of students complained about being overly or insufficiently differentiated. The analysis focused on three such flares: troubles with naming protocols; troubles around genre expectations for assessment tasks; and trouble over 'local' markers for the Malaysia students. These were summarised as trouble with the unit's 'default settings' and presumptuous assumptions about whose cultural terms applied in this educational setting. The study makes a contribution to the sociology of education, in particular with regard to internationalisation and online modes of delivery. The empirical study also contributes to the sociology of the cultural processes of globalisation. More practically, it is suggested that such programs could profitably embrace a version of culture more in line with the entangled routes and global flows that have brought the students and provider together, one that can accommodate and celebrate glocalised identities.
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16

Doherty, Catherine Ann. "The production of cultural difference and cultural sameness in online internationalised education." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16302/.

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This research investigates the cultural politics of 'borderless' education. In Australia, online internationalised education has recently emerged as a market innovation borne from the intersection of two agendas in the higher education sector: an enthusiasm for technological means of delivery; and the quest for international full-fee paying enrolments. The empirical study analyses how both cultural difference and cultural sameness were produced in a case study of borderless education and were made to matter in both the design and the conduct of online interaction. A core MBA unit offered online by an Australian university was selected for the study because its enrolments included a group enrolled through a partner institution in Malaysia. The study is framed in the broad context of the changing cultural processes of globalisation, and in educational markets where knowledge is business. In this more fluid and complicated cultural landscape, the technologies and social practices supporting online education were understood to offer new cultural resources for identity processes. Pedagogy, rather than providing an inert stage for cultural identities to interact, was understood to play an active role in invoking and legitimating possible orientations for student identities. The framework thus builds on a metaculture, or understandings of culture and cultural identity, more appropriate for the cultural conditions of globalising times. The study was conducted as a virtual ethnography of the case study unit drawing on: the observation and recording of all virtual interaction in the unit's website; interviews and dialogues with the lecturer and designer involved; email interviews with some students; and the collection of course artefacts and related documentation. The methodological arguments and design addressed the complexity of grasping how culture is lived in globalised times, and how it is invoked, performed and marked in virtual interactions. Using layered textual analyses synthesising Bernstein's theory of pedagogic discourse and Systemic Functional Linguistics, a description of the unit drew out contradictory aspects in its macrogenre design. On one hand, the design aimed for cultural saming in terms of delivering undifferentiated curriculum and pedagogy for the diverse cohort of students. On the other hand, it also aimed for cultural differencing in the 'student subsidy'of the curriculum. The analysis showed how cultural difference was thus produced as both a curricular asset, and as a series of pedagogical problems in the case study unit. The 'student subsidy' design involved allocating students to purposefully mixed groups for assessable small group discussions in order to enrich the curricular treatment of cultural diversity as a topic of interest. This design invoked expressions of a range of cultural identities and knowledge claims about cultural differences. These claims were analysed with reference to how they were legitimated, and who invoked what culture on behalf of which groups. Despite the design of an undifferentiated process, the conduct of the unit displayed a number of pedagogical problems or 'regulative flares' in which groups of students complained about being overly or insufficiently differentiated. The analysis focused on three such flares: troubles with naming protocols; troubles around genre expectations for assessment tasks; and trouble over 'local' markers for the Malaysia students. These were summarised as trouble with the unit's 'default settings' and presumptuous assumptions about whose cultural terms applied in this educational setting. The study makes a contribution to the sociology of education, in particular with regard to internationalisation and online modes of delivery. The empirical study also contributes to the sociology of the cultural processes of globalisation. More practically, it is suggested that such programs could profitably embrace a version of culture more in line with the entangled routes and global flows that have brought the students and provider together, one that can accommodate and celebrate glocalised identities.
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17

Lee, Judy M. Y. "Culture, identity, and education : an exploration of cultural influences on academic achievement." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22404.

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Cultural influences on educational achievement were explored in this study of Chinese university students. Academic choices, goals, and performance in relation to family background, ethnic identity, and cultural socialization were ascertained through semi-structure interviews and questionnaires. The sample of thirty-two McGill University students represented a cross section of majors, and were selected into groups based on length of residency in Canada. Data from university records, which showed the evolution of Chinese enrollment and achievement patterns over the last three decades, provided the historical context for the interviews. Major themes regarding family and ethnic identity emerged which suggest that educational ambitions may be socioeconomically motivated, and rooted in an ethnic minority's aspiration for upward mobility. However, the key facilitator of educational success is a strong home background and family system, which was able to promote and enforce a single-minded pursuit of education.
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18

Carm, Ellen. "Caught in Culture? : Cultural Transformation through HIV/AIDS Prevention Education in Zambia." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-138117.

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The study explores the role and contribution of education in developing a localized and relevant HIV/AIDS prevention strategy through a multi-voiced approach, involving the educational institutions, as well as the traditional leaders, community-members, including parents. The study comprised all public schools in one Zambian province from 2002-2008.  The study explores, among other factors, the role of traditional culture in mitigating and exacerbating the spread of the disease. Zambia was one of the countries hardest hit by the HIV/AIDs epidemic, and one of the few countries in the region that, in 2002, had a clear policy on the role of education in fighting the epidemic. Through the process of developing and implementing a learner-centered interactive HIV/AIDS education program in the province. based upon MOE`s  HIV/AIDS policies and strategies, syllabi, and teachers guides, and at the same time emphasizing the broader community as a point of departure. The qualitative and interpretivist research was conducted within a constructivist grounded theoretical approach. The study applies comprehensive and multilayered perspectives while utilizing a broad range of methods.   Documentary analyses, structured and semi-structured interviews, in depth conversations with traditional and educational leaders, teachers, parents and pupils, were all carried out during the period of the study. Nvivo, a computer-supported data analysis tool was used to support the process of categorizing the qualitative data and the study applied Cultural- and Historical Activity Theory for analytic purposes. The study revealed the mismatch between the decentralized, national HIV/AIDS prevention education approach, as stated in the policy documents and the global UNAIDS, centralized and cross-sectoral strategies favored by the Zambian government. The uncoordinated efforts did not reach  the grassroots level, where professionals, at district and school level, perceived and applied policies in highly different ways, if at all reaching students and the communities. The main categories of drivers of the epidemic were of socio-cultural and economic character, e.g. polygamy, sexual cleansing, local healing, gender inequality and poverty,  sexual violence, multiple concurrent sexual partners and prostitution, but there were also variety of local drivers, depending upon context. When analyzing the participatory approaches of the HIV/AIDS prevention strategy, predominantly, at the school-community level, the findings revealed that the traditional leaders, being legitimate leaders in their kingdoms, and the custodians of culture and traditions, were found to be gate openers to promote behavioral change and cultural transformation in their villages. The traditional leaders worked hand in hand with the schools and the villagers. Their involvement legitimated that discourses and HIV/AIDS prevention actions were taken at school as well as within their own chiefdom. Utilizing their traditional leadership structures, the chiefs sustained their cultural rites, e.g. cleansing, in order to chase away the evil spirits, by turning the rites into practices that do no put people at risk for contracting HIV. Particularly at the global and state level, culture has been seen as drivers of the epidemic. The study revealed that the traditional leaders used their role as significant others, became gate-openers, using their legitimate role as custodians of culture to transform cultural rites and practices.
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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.
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20

Bailey, Arthur Allan. "Misunderstanding Japan : language, education, and cultural identity." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0017/NQ46313.pdf.

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21

OLIVEIRA, ALEXANDRE SANTOS DE. "CULTURAL IDENTITY AND DESIGN EDUCATION IN AMAZONAS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=23428@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE DOUTORADO NO PAÍS COM ESTÁGIO NO EXTERIOR
Esta pesquisa tem como objetivo propor recomendações para o ensino do design no Amazonas a partir do conceito de identidade cultural. Utilizando-se de uma abordagem qualitativa, através da pesquisa bibliográfica e da técnica do grupo focal, a investigação teve como fios condutores duas vertentes discursivas: uma teórica e outra empírica. Na vertente teórica estão as discussões sobre as categorias da racionalidade moderna e da modernização e suas implicações para a compreensão da identidade cultural, no âmbito do ensino do design no Amazonas. No que respeita à empiria e a partir da realização dos grupos focais, encontram-se os registros dos conceitos sobre identidade cultural, lidos sob uma perspectiva crítica que advém da ideia de emancipação social. Os dados obtidos forneceram subsídios para a indicação de princípios pedagógicos, metodológicos e epistemológicos, a serem observados, no contexto do ensino do design no Amazonas, com vistas à consecução de processos de ensino contextualizados e assentes nas especificidades socioculturais desta porção do Brasil.
This research has as objective to propose recommendations for design education in Amazonas, parting from the concept of cultural identity. By using a qualitative approach, through bibliographic research and the focal group technique, the investigation had for guidelines two discursive strands: one theoretical an the other empiric. In the theoretical strand there are discussions about categories of modern rationality as well as modernization and their implications for comprehending cultural identity, in the scope of design education in Amazonas. About the empirical aspect and parting from the focal groups accomplished, registries of concepts about cultural identity are found, and then read under a critical perspective which comes from the idea of social emancipation. The data obtained provided subsidies for indicating educational, methodological and epistemological principles to be observed in the context of design education in Amazonas, aiming at the attainment of contextualized educational processes, such processes also being based in the sociocultural specificities of this portion of Brazil.
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Salmanova, K. V. "Cultural and education traditions of Emerald Island." Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10567.

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23

Kakkar, P. (Pooja). "Cultural variations on parenting:a cross cultural analysis between Indian and Finnish families." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201606042357.

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This study examines the cross-cultural impact on parenting orientations of Indian families raising their children in Finland. In order to study the impact of Finnish culture on Indian parenting, parenting orientations of Finnish and Indian families living in Finland were studied. The parenting practices and associated cultural values and beliefs were studied intergenerationally and cross-culturally. Hall’s (1989) Cultural Iceberg Model is used to look at the visible and invisible aspects of a culture and its relation with parenting practices. Parenting philosophies with respect to the support and encouragement in learning process, parental control, academic aspirations, gender perspective and cultural beliefs were the specified areas that were explored. Semi-structured interviews were conducted on 4 Finnish and 5 Indian parents, who have at least one child of age 7 and onward. Phenomenology was used as a qualitative research method. The research findings show that Indian parents, who were raised in a traditional-patriarch social hierarchy in India, are raising their children in Finland by providing them partial autonomy, encouragement and support, taking active interest in their lives, promoting them to be independent and preparing them for the future. Indian parents have accepted the cultural differences of Finnish culture in their lives but the root values of Indian-ness are not comprised upon. This can be observed when their parenting practices include moral values, extra protectiveness and restricting their children on the interrelationships with the opposite sex. The acceptance of cultural differences by Indian parents are reflected in their changed methods of discipline, less hierarchical and open communication, introducing a range of hobbies to their children and making an active effort to connect to their children. No gender biases have been noticed in the parenting practices of Indian and Finnish parents. The amount of academic pressure by parents is less as compared to India but the expectations from children to succeed and opt for a noble profession is eminent. The term ‘third culture kids’ have been used for the children of the Indian parents, who are being raised in Finnish society. The study showed cross-cultural effect on these third culture kids, who have different worldviews, than their parents and identify themselves as a global citizen rather than embracing either Indian or Finnish identity. Parenting orientations of Finnish families depicted two-way communication, supporting children to pursue individual interests and enough liberty on children’s pathways. Their parenting and social values of individual identity has a strong impact on Indian children as well who are raised here. The strong foundation of Finnish society is based on some of the moral values like ‘Sisu’ meaning Perseverance and Dedication, Trust, Honesty and Punctuality. The author trusts that this study and the research findings would be beneficial for further research in the related areas.
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Mori, Shigenori 1962. "Cross-cultural differences in "ESL classroom personality"." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/291437.

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Comparing Japanese and Mexican groups, the present study investigated cross-cultural differences in ESL learners' affective traits specific to formal settings. The target traits were measured by self-reporting questionnaires and class observations. Factor analysis of the questionnaire extracted four factors of ESL learners' affective traits, which were termed "activity", "social-awareness", "desirable behavior in formal learning", and "social isolation". The results indicated that some of these factors were strongly related with learners' cultural backgrounds. More specifically, the results showed Mexican students tended to take a more active approach toward in-class learning than their Japanese counterpart. However, the results also suggested that, in spite of passive learning behaviors they usually displayed, Japanese students valued active learning behaviors. Generally, the findings of this study are fairly congruent with the model constructed prior to the study.
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Andrade, Paula Deporte de. "Pedagogias culturais : uma cartografia das (re)invenções do conceito." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/143723.

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A tese apresenta, analisa e discute as condições vinculadas a emergência, disseminação e usos do conceito de pedagogias culturais no campo dos Estudos Culturais em Educação, especialmente no Brasil. Tendo como objetivo a construção de uma cartografia que permita pensar sobre as condições de possibilidade do conceito como ferramenta teórica, a pesquisa movimenta-se no referencial pósestruturalista dos estudos culturais, de modo a mapear algumas linhas que traçaram os contornos que este construto teórico apresenta atualmente. Seguindo e articulando estas linhas, objetiva-se explorar as histórias do conceito, bem como evidenciar os processos que permitiram sua (re)invenção no contexto acadêmico do Programa de Pós-Graduação em Educação (PPGEDU) da Universidade Federal do Rio Grande do Sul (UFRGS). Para explorar os cruzamentos aí identificados, lançase mão do conceito de invenção, no sentido atribuído por Durval Muniz de Albuquerque Junior, e adota-se o roteiro de investigação proposto por Edward Said. Para compreender as pedagogias culturais são referências os estudos de autores que consideram as histórias da pedagogia, como Viviane Camozzato, Franco Cambi e Carlos Noguera-Ramirez, e da cultura, como Raymond Williams e Zygmunt Bauman. A pesquisa desenvolveu-se em três movimentos distintos. Em um, analisam-se as contribuições de David Trend, Henry Giroux, Shirley Steinberg, Joe Kinchloe e Elizabeth Ellsworth, pesquisadores associados às histórias sobre a emergência e sobre vários desdobramentos do conceito. Em outro movimento, para identificar e compreender as condições de importação do campo de ideias e de (re)invenção dos conceitos associados a ele, foram realizadas entrevistas com quatro professores que vivenciaram a implantação da Linha de Pesquisa Estudos Culturais em Educação no PPGEDU/UFRGS. Foram também rastreados os primeiros textos traduzidos que abordam o caráter pedagógico dos artefatos culturais e introduzem o conceito de pedagogias culturais. Em um terceiro movimento, examinam-se pesquisas de Mestrado e Doutorado, indicadas pelos professores entrevistados, para esmiuçar os usos e a produtividade desse construto teórico como ferramenta de análise. Os movimentos de investigação desenvolvidos e articulados mostraram os fios que permitem vislumbrar as tramas desse processo de (re)invenção, que teve como condições de emergência: a possibilidade de novas perspectivas de pesquisa em Educação que os Estudos Culturais trouxeram; a hibridização entre Estudos Culturais e Estudos Foucaultianos; a articulação entre Estudos Culturais e Educação. Tal cartografia evidencia como o conceito de pedagogias culturais vem ajudando tanto a problematizar, matizar e diversificar o entendimento sobre pedagogia, quanto a explorar as qualidades pedagógicas da vida social, constituindo-se em potente ferramenta teórica para os trabalhos produzidos na articulação entre Estudos Culturais e Educação.
This research paper presents, analyzes and discusses the conditions connected to the emergence, dissemination and uses of cultural pedagogies in the field of Cultural Studies in Education, particularly in Brazil. Aiming at building up a map that allows us to think about the conditions that enable the possibility of using this concept as a theoretical tools, this research is executed within the post-structuralism referential universe of cultural studies, in order to map out some of the lines that make up the contours that this theoretical construct presents currently. By following and articulating these lines, the purpose is to explore the backgrounds of this concept, as well as to make evident the processes that allowed for its (re)invention within the academic context of the Graduate Program in Education (PPGEDU) at the Federal University of Rio Grande do Sul (UFRGS). In order to explore the intersections identified, we make use of the concept of innovation, in the sense devised by Durval Muniz de Albuquerque Junior, and adopting an investigation step-by-step procedure as proposed by Edward Said, In order to understand cultural pedagogies, this paper uses as references the studies carried out by authors that address both the history of pedagogy, such as Viviane Camozzato, Franco Cambi and Carlos Noguera-Ramirez, and the history of culture, such as Raymond Williams and Zygmunt Bauman. This research was developed in three distinct stages. In the first one, there was the analysis of the contributions made by David Trend, Henry Giroux, Shirley Steinberg, Joe Kinchloe and Elizabeth Ellsworth, researchers associated to historical accounts regarding the emergence and the various ramifications of the concept. In the second stage, in order to identify and understand the importing conditions linked to the field of ideas and the (re)invention of the concept related to it, interviews were executed with four teaching professionals who experienced the implementation of the Line of Research in Cultural Studies in Education at PPGEDU/UFRGS. We also tracked down the first texts translated on the topic that approach the pedagogical nature of cultural artifacts and introduce the concept of cultural pedagogies. In the third stage, we analyzed Master's degree and PhD studies indicated by the teaching professionals interviewed, in order to detail the use and productiveness of this theoretical construct as a tool of analysis. The investigation works that have been carried out and articulated show the threads that allow us to see the weft that make up this (re)invention process, that have as emergence conditions: the possibility of new perspectives for research in education that brought Cultural Studies; hybridisation between Cultural Studies and Foucault's theory; the relationship between Cultural Studies and Education. Such mapping activity makes evident how the concept of cultural pedagogies is assisting in the questioning, nuancing and diversification regarding the understanding of pedagogy, as well as in the exploration of the pedagogical qualities present in social life, thus becoming a powerful theoretical tool to be used in the works addressing the articulation between Cultural Studies and Education.
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Crago, Martha B. 1945. "Cultural context in communicative interaction of inuit children." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75874.

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This thesis reports on an ethnographic study of communicative interaction between young Inuit children and their caregivers. Data were derived from three sources: 80 hours of videotape of four children (aged 1,0-1,8 years at the outset) and their families, 20 ethnographic interviews of mothers, and participant observation notes. Themes emerged about the specific accommodations that Inuit caregivers made in their communication with young children. Child-centered accommodations included: (a) two special registers of affectionate talk, (b) specialized vocabulary, (c) making language more understandable to children, and (d) excluding children from adult conversations. Situation-centered accommodations instructed children through teasing and repetition routines. Finally, silence played an important role in communicative interaction. Inuit children were socialized to learn by listening and to communicate without talk. Stated cultural values, the status and role of the Inuit child, and the structure of caregiving influenced these patterns of communicative interaction.
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Moss, Catherine. "Understanding Students' Perceptions of Cultural Diversity." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5106.

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Diversity is a positive aspect of a student's educational experience. Current literature supports the value of diversity, confirming that skills are developed within a diverse learning environment that prepares students to thrive in a competitive global economy. The leadership at University X (UX) had implemented various initiatives to improve diversity, yet the problem addressed in this study was that students perceived differently, citing that diversity growth lacked progress. The goal of this single case study was to bring forth change with a specific intervention created to elevate diversity and a positive campus climate. Maslow's hierarchy of needs was used to explore the perceptions of 8 students regarding diversity progress at UX. Research questions focused on why students perceived little progress had been made toward diversity and how the culture could support diverse students. Face-to-face interviews yielded data analyzed through a descriptive approach, generating findings baring 2 central themes: communication and the existing cultural environment. The resulting project consists of a position paper proposing 2 bold strategies for infusing diversity and inclusion on the campus. Strategy 1 outlines a communication plan designed to facilitate review of UX's guiding documents, along with a regular, ongoing method for communicating to the campus. Strategy 2 proposes the implementation of a university wide cultural sensitivity training for campus membership to heighten cultural awareness. This project contributes to social change by raising knowledge and recognition of cultural diversity that will help perpetuate student persistence, intercultural competency, quality social interactions, a positive racial climate, and well-developed cognitive and leadership skills within the student body.
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Echeverri-Sucerquia, Paula Andrea. "Parent Engagement and Cultural Capital: Negotiating Culture in a Multilingual/Multiethnic School." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/dissertations/217.

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This study explored how a multicultural/multilingual school negotiated culture with limited English proficient (LEP) students' families, particularly in the context of parent involvement activities. In order to understand how such negotiation of culture occurred, the researcher focused on the perspectives that school administrators, teachers and parents of students in an English as a Second Language (ESL) program had on the education of LEP students and their parents' involvement in school-organized activities. It also focused on the participants' understandings of cultural capital and the extent to which the school builds on immigrant /sojourner families' knowledge and culture to support their children's education. In this ethnographical study, the researcher used a variety of data collection procedures: a questionnaire for teachers and parents, document analysis, interviews, and participant observation. While results from the questionnaires show that teachers and parents had similar views of LEP student education and parent involvement, more detailed information gathered through interviews and observations show that school personnel and immigrant/sojourner parents held different perspectives and expectations. Moreover, the results revealed that cultural capital, social class, and parents' educational attainment level influence the way parents understand the academic and social expectations of the school's dominant culture and their interactions with school personnel. Likewise, cultural biases influence school administrators and teachers' perceptions and interactions with parents from ethnic/linguistic minority groups.
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SKERVIN, HYACINTH MAE. "A STUDY OF CULTURAL PARTICULARITY ON EDUCATION IN THE ENGLISH-SPEAKING CARIBBEAN." University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1069800485.

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Romo, Maria Susanna 1968. "Cultural differences in memory and logical reasoning." Thesis, The University of Arizona, 1995. http://hdl.handle.net/10150/291706.

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The focus of this study was to manipulate factors to determine whether mental representations of logical problems differed by culture. The cultural differences hypothesis suggests that Anglo students would be more likely to have a linear representation (e.g. arranging objects that differ in a "line" mentally) whereas Hispanic and Native American students would have a nonlinear (pivot) organization. The results indicated that Hispanic children solved questions better if they appeared in a pivotal format, whereas, Native American and Anglo children performed better if the stimuli were presented in a linear method. With grade level, Hispanic children shifted to the linear format and Anglo and Native American children improved upon the pivot presentation. This suggests that there may be differences in mental representations of objects for Hispanic children that is influenced by acculturation.
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Menna, Tamene Yoseph. "The Relationship of Cultural Intelligence, Transformational Leadership Style, and Team Performance in Culturally Diverse Student Leaders in Christian Higher Education." Thesis, Biola University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10600568.

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The purpose of this study was to examine the relationship between cultural intelligence, transformational leadership, and team performance in one private Christian higher education institution in Southern California. The study further conducted initial exploration of how student leaders’ Christian worldview (humility) influences their cultural intelligence, transformational leadership, and team performance. A quantitative research design was used to carry out this study. Data were collected from 174 student leaders from four departments including Resident Life, Spiritual Development, Global Students Development and Student Enrichment and Intercultural Development. The quantitative data was analyzed using descriptive statistic and correlational analysis on SPSS software.

The finding of this study revealed that there was no significant relationship between overall cultural intelligence and overall team cohesion of student leaders. Analysis on the subscale level revealed that there was a very weak negative relationship between cognitive CQ and task cohesion. In addition, a significant weak relationship was found between transformational leadership and team cohesion. The social cohesion subscale was significantly correlated to all of the five subscales of transformational leadership scale. The individual attraction subscale was significantly correlated with four of the subscales of transformational leadership except for intellectual stimulation. The task cohesion subscale was not related to any of the subscales of transformational leadership.

An initial exploration of student leaders’ understanding of humility was conducted using six survey questions developed by the researcher based on five key elements of humility stated by Tangany (2000). Based on the results of the survey data analysis, participants appeared to exhibit certain aspects of cultural intelligence, transformational leadership behaviors and team cohesion. This survey was intended to serve as an initial step for future research to fully explore how student leader’s Christian worldview (humility) contributes to their leadership effectiveness and team performance.

In summary, overall cultural intelligence was not related to overall team cohesion. There was a significant very weak relationship between overall transformational leadership and overall team cohesion. These findings suggest that there are still more underlying factors that influence overall team cohesion of student leaders in a Christian higher education context.

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Harris, Gretchen. "Cultural Capital and Leadership| Towards a Better Understandinng." Thesis, Indiana University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13860121.

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This study found that current selective admission practices continue to reflect traditional norms of leadership in which title and prestige of organization are most valued, in part driven by increasing external pressure for quantification which emphasizes higher positions in prestigious or familiar organizations because they are easier to enumerate and are perceived as having higher status.

Professionals in this study were asked a series of questions to identify how leadership could be better defined and measured in their current practices. Eighteen constructs across the three categories of Personal Traits, Interpersonal Skills, and Capacities for Socially Conscious Behaviors were identified as preferred characteristics demonstrating good leadership.

Forms of cultural capital shared by admission officers in this study include having college-educated parents, being raised in a home where college was an expectation, and who had earned at least a bachelor's degree. Further, most had worked as an undergraduate in admission, residence life, orientation, or as a tour guide.

Several of those interviewed questioned if and in what ways their own biases impacted their evaluation of an application. There was a genuine desire to be objective but also to understand the student in her or his own context. This contrasts with Bourdieu, but does agree with Swartz (1997) who posits that habitus can be raised to a conscious level and therefore can be adaptive.

A final emergent finding addressed a gender dynamic in which female staff expressed concern that female students are less likely to explicate their accomplishments compared to male students. Another aspect of this unexpected finding about perceptions of leadership in the office revealed some staff felt adherence to traditional forms of hierarchical leadership minimized or even excluded opportunities for younger staff, particularly female, to share their insights and participate in decision-making.

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Kelly, Elizabeth. "Socially Just Principals' Pursuit of Cultural Proficiency." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157538/.

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The purpose of this research was to explore how the personal and professional experiences of school leaders strengthened or hindered their ability to engage in social justice leadership to advance educational equity and encourage culturally proficient practices in their schools. I employed a descriptive multi-case study and the research was viewed through a conceptual framework that included social justice, equity, and the five elements of cultural proficiency. Five principals from three different school districts were selected as participants. They represented elementary, middle and high schools. Interviews consisted of semi-structured face to face interviews with each principal participant and one focus group interview with five participants. Each participant also provided a cultural autobiography. Findings revealed while principals may care deeply about providing equitable opportunities for students, the interest does not supplement knowledge, skills, experience, and support. The information gained from this study can inform the practice of school leaders, and the way in which districts and programs of educational leadership prepare school leaders to serve and address the needs of all students as public schools become more culturally diverse.
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Leeson, Teresita Baytan. "Developing cross-cultural sensitivity for counselor education students." Gainesville, FL, 1985. http://www.archive.org/details/developingcrossc00lees.

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Dawson, Valerie Lesley. "Cultural implications for physiotherapy education : the Bethlehem experience." Thesis, Loughborough University, 1997. https://dspace.lboro.ac.uk/2134/31867.

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This study investigates the cultural context of physiotherapy education. Research questions addressed are in relation to innovative physiotherapy curricula, the possibility of such a curriculum being introduced into the Middle East and the effects of the curriculum on graduates' forward looking attitudes.
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Hafeez, Javed Iffat. "East and West, education, identity and cultural transformation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/NQ53704.pdf.

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Agalianos, Angelos S. "A cultural studies analysis of Logo in education." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10018887/.

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Education does not take place in a vacuum, it is a terrain where conflicting ideologies compete and relations of power are inscribed. Despite, however, the accumulation of studies illustrating the social and political nature of schooling, sociological work concerned with educational computing is in short supply; with few exceptions, sociologists of education have not directly addressed educational computing. The development of IT in education in the last two decades has been largely uncritical and the field has been dominated by technocentric approaches. This thesis is an effort to develop a sociological language for understanding educational computing and suggests that the introduction and use of IT in education should be situated within its social, political and cultural context. Appropriating ideas from the sociology of education, sociology of technology and cultural studies, the thesis uses a cultural circuit analysis of Logo progran1I11ing language as a case-study in the sociology of culture in order to illustrate some of the ways in which the introduction of new technologies in education may interplay with the maintenance and/or transformation of existing power relations. The first part of the thesis raises questions that strive to situate technological products -and particularly computers in education- within a sociological paradigm. It establishes four main arguments that run through the whole study: • that most existing accounts of IT in education are inadequate; • that sociology of education and cultural studies can -and should- add to our social perspectives on the use of IT in education; • that technological artefacts used in education are socially constructed and can be analysed in terms of a "circuit of cultural production"; • that we could demonstrate the utility of such a model by running it through the development and implementation of a major IT phenomenon, that is Logo. In the second part of the thesis, analysis is divided in five parts (five analytically distinct "moments"). Through reconstructed accounts of participants and secondary sources, analysis of "moment" 1 (production) demonstrates the contingent and unstable nature of Logo as constantly changing and developing technology in the context of the decision-making processes. Analysis of "moment" 2 (text) discusses Logo as a "text", its "philosophy" for education, and the embodiment of its epistemological principles in the technical design of the language. Analysis of "moment" 3 (marketing/economics) discusses the role of marketing, politics, and economics in the development and evolution of Logo; it illustrates that the activities of mediators like government departments and the microcomputer industrial lobby were crucial to the modification and redevelopment of Logo beyond the context of its initial development. Analysis of "moment" 4 (context) situates the introduction of Logo to mainstream schools within its social and political context suggesting that the disintegration of "progressive" education largely constituted the context for the "decline" of Logo during the process of restructuring of formal education in the late 1970s and 1980s. Against this background, analysis of "moment" 5 (consumption) discusses the ways in which Logo was received in the educational arena and was implicated in the politics of educational innovation, looking into the place that Logo occupied within the institutional and organisational cultures of mainstream schools. Finally, based on the discussion of Logo as a case-study and the findings thereof, the thesis summarises the main analytic and methodological messages and points to directions for further research.
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Ferreira, Isabel Maria Cardoso. "School films & education: cultural and artistic investigations." Master's thesis, Universidade de Aveiro, 2012. http://hdl.handle.net/10773/10299.

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Mestrado em Línguas, Literaturas e Culturas
Esta dissertação visa questionar as representações da escola através da cultura fílmica anglófona produzida entre 1960 e 2006. Os filmes selecionados são o ponto de partida para uma reflexão sobre educação, pedagogia e cultura através das lentes críticas de alguns cineastas britânicos e americanos. Deste modo, os filmes apresentados foram desconstruídos e analisados através de um hipotético diálogo entre a ficção e a realidade e o meta-diálogo ficção-ficção, tendo como estratégia o contraste e a comparação dos textos fílmicos de épocas díspares, contudo transtemporais e transculturais. Sem deixarmos de valorizar o contexto histórico-cultural de cada texto fílmico em particular, tentámos extrair deste as lições mais universais quanto ao fenómeno educativo, estabelecendo através do cinema uma ligação pedagógica e cultural entre as lições do passado, do presente e as possíveis num futuro. Desta feita, este trabalho pretende valorizar o contributo dos filmes sobre a escola para o debate educativo e pedagógico, enquanto documentos culturais que registam idiossincrasias e estereótipos.
This dissertation questions the Anglophone film school representations portrayed in cinema since 1960 until 2006. The set of films chosen aim to open the debate around education, pedagogy and culture via the fictional realities captured by the lenses of a few British and American filmmakers. The films studied were deconstructed and analyzed through an hypothetical dialogue between fiction and reality and the meta-dialogue fiction-fiction, relying on the strategy of contrast and comparison of different transtemporal and transcultural epochs. Despite not overlooking the particular historical and cultural hic et nunc of the filmic products, I’ve tried to extract the most universal lessons as far as the educational phenomenon is concerned, using cinema to establish bridges among the lessons of the past, the lessons of the present and the lessons of the future-to-be. Hence, this dissertation wishes to value the role of the school film subgenre within the educational and pedagogic debate, considering it valuable cultural documentation about school idiosyncrasies and stereotypes.
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Lonewolf, Theodore R. "Kiowa cultural values and persistence in higher education /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1998.

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Williams, Veronica A. "Karen–Burmese Refugees’ Cultural Perception of Formal Education." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/118.

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In the U.S. the population continues to diversify as refugees find residence within its borders. According to the U.S. Department of Education’s Refugee Resettlement Statistics (2012) of those refugees fourteen thousand and twenty identified themselves as Karen refugees from Burma. In the context of education, teachers are confronted with the language development of English Language Learners (ELLs). At the researchers school site the ELLs population include; immigrants, refugees, and Students with Interrupted Formal Education (SIFE). Although it is known that refugee students have limited formal education, which creates difficulty for them to access content and develop their English language proficiency (Decapua, Smathers, & Tang, 2009), there was a paucity of data of the cultural differences of Karen refugees’ parents experiences with formal education systems compared to those of other refugees. The researcher conducted an Interpretative Phenomenological Analysis (IPA) case study grounded in sociocultural theory (Vygotsky, 1978) with the aim to analyze the personal experience of Karen refugee women who relocated to an urban city located in the northeastern United States as parents of students in the U.S. public school system. After the conclusion of the study following dominant themes arose: family, limited formal education, communication and cultural representation. One major implication constituted the need for inclusion of families’ and students’ cultural knowledge into school systems and curriculum. Considering the cultural gap, it is important that teacher training programs and administrators prepare teachers with strategies for incorporating culturally responsive teaching practices into their pedagogy. Another implication of the study was communication between multilingual refugee families and American schools. Institutions working with refugee communities should prioritize interpreting and translation.
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Vernon, Garfield. "Multicultural Practitioners' Experiences in Nonschool Cultural Competence Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3214.

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Multicultural practitioners promote cultural competence among individuals to create awareness and tolerance of others who are culturally different. Yet, current research on cultural competence education primarily focused on practitioners in the traditional school setting instead of individuals in nonschool settings. This basic qualitative study investigated how multicultural practitioners in nonschool settings experience their attempts to develop cultural competence in constituents. Bennett's intercultural sensitivity, Koehn and Rosenau's multicultural competence, and Quappe and Cantatore's cultural awareness models informed the semi-structured interviews with 8 multicultural practitioners obtained via snowball sampling. Data were manually coded and analyzed to develop themes. Results indicated four ways participants conceptualized cultural competency, a five-part approach to cultural competence promotion, seven varying efforts to develop cultural competence, seven challenges that hindered their work, and four areas of success. Future studies might investigate differences in cultural competency efforts used by specific cultural groups and multicultural practitioners' growth as professionals to help to determine professional development programs that warrant implementation. This study will generate interest in developing cultural competence in groups and settings beyond the reach of traditional educational settings, thereby contributing to social change.
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Adam, Helen Joanne. "Cultural diversity and children’s literature: Kindergarten educators’ practices to support principles of cultural diversity through book sharing." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2245.

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Since Australia became a signatory to the United Nations Convention on the Rights of the Child in 1989, the importance of recognising, valuing and respecting a child’s family, culture, language and values has been increasingly articulated in education policy. Diversity and inclusion are now central themes guiding the principles and quality measures of early childhood education and care as encompassed by the National Quality Framework, including both the National Quality Standard and the Early Years Learning Framework (Early Childhood Development Steering Committee, 2009). Children’s literature can be a powerful tool for extending children’s knowledge and understandings of themselves and others who may be different culturally, socially or historically (Boutte, Hopkins, & Waklatsi, 2008), thus having the potential to be a valuable resource in promoting diversity and inclusion in early childhood. However, a body of evidence suggests that the use of children’s literature in early childhood settings does not promote principles of diversity, often serving to promote outdated or stereotypical notions of minority groups. This study investigated the factors and relationships influencing the use of children’s literature to support principles relating to cultural diversity in the kindergarten rooms of long day care centres. The study was conducted within an ontological perspective of constructivism and an epistemological perspective of interpretivism informed by sociocultural theory. A mixed methods approach was adopted, and convergent design (Creswell & Plano Clark, 2018) was employed to synthesise the qualitative and quantitative data and interpret significant relationships and their meanings. Twenty four educators and 110 children from four long day care centres in Western Australia participated. Data were collected through semi-structured interviews, video-based observations, field notes, document analysis and a book audit. This study identified four key findings. First, that current book sharing practice in kindergarten rooms of long day care centres promotes monocultural viewpoints and “othering” of minority groups. Second, educators lacked the beliefs, understandings and confidence needed to promote principles of diversity using children’s books. Third, access to books portraying inclusive and authentic cultural diversity was limited. Finally, many children did not have access to the benefits of book sharing and engagement through high quality evidence based practice. These findings have implications for the meeting of principles of diversity articulated in Australian education policy and curriculum and draw attention to the challenges faced by educators when selecting and using books with young children. These findings are significant for what they reveal about the relationships between the nature and availability of books together with the nature and quality of educator practice and the involvement and engagement of the children in book sharing in long day care. Findings highlight a need for measures to address each of these factors in order to meet principles of diversity and equity for all children. The outcomes of this study have implications for educators, policy makers, early childhood organisations and those who provide higher education and training for early childhood educators.
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Edwards, Ann Marie Elizabeth. "Implementation of a Transcultural Nursing Education Program to Improve Nurses' Cultural Competence." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6996.

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The exponential growth of culturally diverse populations in the United States has led to a multicultural patient population while the nursing workforce remains predominantly White. At the project site, managers identified that staff nurses struggled to deliver culturally competent care. The purpose of this project was to improve the cultural competence of registered nurses (RNs) through a transcultural nursing education program. Leininger's transcultural nursing theory guided the project. Sources of evidence used to develop a face-to-face educational program included peer-reviewed journals, credible websites, and the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-R tool. Aggregate pretest and posttest scores were used to determine RNs' competency levels. The Statistical Package for the Social Sciences software was used for data analysis, and a paired t test was used to determine the impact of the program. Of the 22 participants, 4 (18%) scored within the culturally competent range on the pretest, compared to 17 (77%) on the posttest. These findings were statistically significant (p < 0.000) and demonstrated a positive outcome from the educational project. Key recommendations are to continue this education for other RNs in the facility and at other facilities in the network. The implications of this project for positive social change include raising the cultural competency of nurses, which has the potential to improve patient outcomes.
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Harper, Nicole Renai. "Cultural aesthetic experience perceptions of learning developed through cultural immersion /." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/summer2008/nicole_r_harper/harper_nicole_r_200808_Edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2008.
"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 Delores Liston. ETD. Includes bibliographical references (p. 398-423) and appendices.
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Renner, Jasmine, Arnold Nyarambi, and &amp Glascock C. Gunn. "International and Cross Cultural Educational Leadership, Collaboration and Teaching." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/8279.

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Page, Catherine Jane. "Cultural implications of reading motivational methodologies." Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1312.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Education
English Education
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SÉRVIO, Pablo Petit Passos. "Birdman, educação da cultura visual e diferença cultural." Universidade Federal de Goiás, 2011. http://repositorio.bc.ufg.br/tede/handle/tde/772.

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Made available in DSpace on 2014-07-29T15:05:33Z (GMT). No. of bitstreams: 1 dissertacao Pablo.pdf: 7283315 bytes, checksum: 0998ffc87cbb8b188779565777c14f62 (MD5) Previous issue date: 2011-04-28
This study explores and discusses how students from the teacher training program of the Visual Arts School of the Federal University of Goiás relate to the idea of cultural difference taking as reference the video clip Birdman, from Coca-cola. The study articulates three focus: 1) what students understand as cultural difference the phenomenon and the social actors with whom they identify this theme; 2) what values cultural difference has for their lives and for society; 3) what motivates them to discuss - or not - questions about cultural difference based on publicity images and how they would do it. The research promotes a discussion crossing the student s point of views, my own positions and the points of view of various authors (from cultural studies and visual culture education) building an analyses about repertoires, interests, conflicts and ambiguities that orientate such positionings. These focus were achieved through the choice of a qualitative approach guided by the expectation to work deeply the subjects perceptions and interpretations. The methodological procedures chosen to gather the data were individual and focal open interviews. Six students of the program participated on the investigation: two attending the fourth semester of the program, two attending the sixth and two attending the eighth. Using an advertising VT to discuss and analyze cultural difference, this study pretends to contribute for a critical visual culture education.
Esta dissertação explora e discute como alunos da Licenciatura em Arte Visuais da Faculdade de Artes Visuais da Universidade Federal de Goiás (FAV/UFG) se relacionam com a ideia de diferença cultural a partir do VT publicitário Birdman, da Coca-cola. O objetivo da pesquisa se articula através dos seguintes focos: 1) o que entendem por diferença cultural - quais os fenômenos e/ou atores sociais com os quais identificam este tema; 2) que valor(es) entendem que a diferença cultural tem para suas vidas e para a sociedade; 3) que motivos os levam a discutir ou não questões de diferença cultural a partir de imagens de publicidade e como fariam isso. Mais do que coletar informações dos colaboradores, a pesquisa promove uma discussão que entrecruza minhas posições sobre o tema e os pontos de vista de autores (dos estudos culturais e da educação da cultura visual) construindo uma reflexão acerca dos repertórios, interesses, conflitos e ambiguidades que pautam tais posicionamentos. Para que tais intenções fossem concretizadas, foram necessárias algumas decisões metodológicas. A escolha da abordagem qualitativa é consequência desta intenção de trabalhar com percepções e interpretações dos colaboradores e pensá-las em profundidade. Os procedimentos escolhidos para coleta de dados foram entrevistas, tanto individual quanto em grupo. Seis alunos participaram da pesquisa, sendo dois do quarto período, dois do sexto e dois do oitavo. Utilizando uma imagem publicitária para discutir o tema diferença cultural, esta dissertação almeja contribuir com a educação da cultura visual.
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48

Zimmerman, Paul. "Cultural Tradition and Cultural Change in Postcommunist Poland| A Secondary Data Analysis." Thesis, Grand Canyon University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3617584.

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Nations sharing similar historical, linguistic, and social backgrounds tend to cluster around the same cultural values systems. However, changing socioenvironmental conditions drive cultural values systems to change over time. This study compared changing cultural values in Poland in the postcommunist era with values in the Czech Republic and Slovenia, using factorial ANOVA of published data from the European Values Survey and World Values Survey. The hypotheses were: (a) cultural values in Poland have moved from traditionalist values toward secularism; (b) Poland's rate of cultural values movement was more moderate than either the Czech Republic or Slovenia; and (c) the higher degree of religiousness in Poland mirrored the slower rate of movement toward secularism. The study participants were 20,038 adults from the Czech Republic, Poland, and Slovenia. Findings showed 10 of 19 cultural values in Poland showed moderate movement toward secularism, confirming that traditional cultural values in Poland had decreased. However, the findings also showed cultural migration in Poland preserved strong traditional family and religious values despite the influence of far reaching social, economic, and political changes. This study revealed two important points: (a) as cultural values within groups of nations change, cultural values in similar clusters of nations tend to move in the same direction, and (b) deeply held traditional values tend to preserve the differentiation between nations, even as process of cultural values change continues.

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49

Newlon, Kelly Ann. "Cultural Competency of Short-Term Education Abroad Student Participants." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555429050879666.

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50

Luitel, Bal Chandra. "Culture, worldview and transformative philosophy of mathematics education in Nepal: a cultural-philosophical inquiry." Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/682.

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This thesis portrays my multifaceted and emergent inquiry into the protracted problem of culturally decontextualised mathematics education faced by students of Nepal, a culturally diverse country of south Asia with more than 90 language groups. I generated initial research questions on the basis of my history as a student of primary, secondary and university levels of education in Nepal, my Master’s research project, and my professional experiences as a teacher educator working in a university of Nepal between 2004 and 2006. Through an autobiographical excavation of my experiences of culturally decontextualised mathematics education, I came up with several emergent research questions, leading to six key themes of this inquiry: (i) hegemony of the unidimensional nature of mathematics as a body of pure knowledge, (ii) unhelpful dualisms in mathematics education, (iii) disempowering reductionisms in curricular and pedagogical aspects, (iv) narrowly conceived ‘logics’ that do not account for meaningful lifeworld-oriented thinking in mathematics teaching and learning, (v) uncritical attitudes towards the image of curriculum as a thing or object, and (vi) narrowly conceived notions of globalisation, foundationalism and mathematical language that give rise to a decontextualised mathematics teacher education program.With these research themes at my disposal my aim in this research was twofold. Primarily, I intended to explore, explain and interpret problems, issues and dilemmas arising from and embedded in the research questions. Such an epistemic activity of articulation was followed by envisioning, an act of imagining futures together with reflexivity, perspectival language and inclusive vision logics.In order to carry out both epistemic activities – articulating and envisioning – I employed a multi-paradigmatic research design space, taking on board mainly the paradigms of criticalism, postmodernism, interpretivism and integralism. The critical paradigm offered a critical outlook needed to identify the research problem, to reflect upon my experiences as a mathematics teacher and teacher educator, and to make my lifetime’s subjectivities transparent to readers, whereas the paradigm of postmodernism enabled me to construct multiple genres for cultivating different aspects of my experiences of culturally decontextualised mathematics education. The paradigm of interpretivism enabled me to employ emergence as the hallmark of my inquiry, and the paradigm of integralism acted as an inclusive meta-theory of the multi-paradigmatic design space for portraying my vision of an inclusive mathematics education in Nepal.Within this multi-paradigmatic design space, I chose autoethnography and small p philosophical inquiry as my methodological referents. Autoethnography helped generate the research text of my cultural-professional contexts, whereas small p philosophical inquiry enabled me to generate new knowledge via a host of innovative epistemologies that have the goal of deepening understanding of normal educational practices by examining them critically, identifying underpinning assumptions, and reconstructing them through scholarly interpretations and envisioning. Visions cultivated through this research include: (i) an inclusive and multidimensional image of the nature of mathematics as an im/pure knowledge system, (ii) the metaphors of thirdspace and dissolution for conceiving an inclusive mathematics education, (iii) a multilogical perspective for morphing the hegemony of reductionism-inspired mathematics education, (iv) an inclusive image of mathematics curriculum as montage that provides a basis for incorporating different knowledge systems in mathematics education, and (v) perspectives of glocalisation, healthy scepticism and multilevel contextualisation for constructing an inclusive mathematics teacher education program.
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