Relevant bibliographies by topics / Cultural settings

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Cultural settings'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Cultural settings"

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AHMADI LEWIN, FERESHTEH. "Gerotranscendence and different cultural settings." Ageing and Society 21, no. 4 (July 2001): 395–415. http://dx.doi.org/10.1017/s0144686x01008285.

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Within the framework of an international research project aimed at studying the impact of different cultural settings on gerotranscendent development, six groups of older people distinguished by religiosity and cultural origin were studied. A life history approach, followed by thematic semi-structured interviews, was applied. One of the objectives was to inquire about the possible impact of religion, conceived of as a cultural setting, on development towards gerotranscendence. The findings of this inquiry gave rise to two hypotheses as to the relationship between gerotranscendence and religiosity. The first hypothesis is that the internalisation of mystical-type ideas in individuals' ways of thinking is probably a factor involved in the development of a gerotranscendent view of life. In other words, whether individuals practice their ‘religion’ in a spiritual, nonorganisational way, or in an organisational way, may play a role for development towards gerotranscendence. The second hypothesis is that certain characteristics, such as the secular and individualistic features of modern societies, may delay development towards gerotranscendence.
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Chowdhury, Mustafa. "Bureaucracy in Cross-Cultural Settings." Indian Journal of Public Administration 36, no. 1 (January 1990): 25–40. http://dx.doi.org/10.1177/0019556119900103.

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Wright, Gwendolyn. "Urban Spaces and Cultural Settings." Journal of Architectural Education 41, no. 3 (April 1988): 10–14. http://dx.doi.org/10.1080/10464883.1988.10758482.

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Wright, Gwendolyn. "Urban Spaces and Cultural Settings." Journal of Architectural Education (1984-) 41, no. 3 (1988): 10. http://dx.doi.org/10.2307/1424887.

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Zhou, Yiran. "Cultural Values and Ethical Judgment in Cross-Cultural Settings." Proceedings of the International Association for Business and Society 15 (2004): 100–109. http://dx.doi.org/10.5840/iabsproc20041514.

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Zhura, V. V., and A. P. Utesheva. "CROSS-CULTURAL COMMUNICATION IN MEDICAL SETTINGS." Bioethics 26, no. 2 (November 2, 2020): 14–17. http://dx.doi.org/10.19163/2070-1586-2020-2(26)-14-17.

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Tоday there is a strong tendency to incorporate the bioethical principle of social justice in healthcare in cross-cultural communication. Considering cultural differences makes it possible to ensure that the human right to medical care and wellbeing is fully respected. Several types of most vulnerable populations were identified – immigrants and social minorities. When seeking medical care they face a number of problems such as culture and language barriers, lower socio-economic status, lack of literacy, which impede effective communication and care provision. The most promising ways of coping with the problem are developing cultural competence and practicing a patient-centered approach. New curricula aiming at raising cultural awareness have been elaborated for practical use in medical schools.
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Gill, Karamjit S. "Knowledge Networking in Cross Cultural Settings." IFAC Proceedings Volumes 33, no. 12 (June 2000): 269–75. http://dx.doi.org/10.1016/s1474-6670(17)37325-1.

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Ling, Lydia, and Beatrice K. H. Hung. "Health Education in Cross-Cultural Settings." Journal of the Royal Society of Health 106, no. 6 (December 1986): 200–203. http://dx.doi.org/10.1177/146642408610600603.

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Mathur, Lynette Knowles. "Brand extensions in cross-cultural settings." Journal of Brand Management 2, no. 2 (October 1994): 113–21. http://dx.doi.org/10.1057/bm.1994.40.

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Rawwas, Mohammed Y. A., Gordon L. Patzer, and Michael L. Klassen. "Consumer ethics in cross‐cultural settings." European Journal of Marketing 29, no. 7 (July 1995): 62–78. http://dx.doi.org/10.1108/03090569510095017.

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Dissertations / Theses on the topic "Cultural settings"

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Ruiz, Lozano Dolores. "Patients' empowerment through cultural mediators in healthcare settings." Thesis, Heriot-Watt University, 2015. http://hdl.handle.net/10399/3225.

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The purpose of the present dissertation has been to provide insights into the role of cultural mediators in enhancing patients’ empowerment medical encounters. Specific attention was paid to relations of power between mediators and heath staff understood in terms of the attribution of value to resources of knowledge. The research takes a linguistic ethnographic approach to examining mediation within healthcare settings. Data-gathering techniques included recorded mediated interactions, interviews with healthcare staff and mediators, observations, analysis of hospital documents and visual material. Findings show that mediators have a considerable impact on patients’ empowerment. The data seems to confirm that mediators empower migrant patients in those cases when patients seek information and express concerns. Nevertheless, the research demonstrated that mediators prevent patients’ participation and maintain the status quo of the healthcare system when patients make decisions and express refusals. The findings demonstrate the need to implement training programmes for both healthcare providers and mediators to become more aware of their role of coordinators in the interaction. Additionally, there is a need for heath staff to attribute a higher value to mediators’ cultural capital and the need for healthcare institutions to recognise mediators as a professional group.
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Tran, David. "Multicultural project settings : Perceived challenges." Thesis, Karlstads universitet, Handelshögskolan (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84580.

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The number of culturally diverse project teams has increased significantly over the years, as internationalization within organizations become more common. Individuals are more interconnected than ever, due to increased cultural exchange. The increased globalization also has created many challenges, such as streamlining multinational organizations, management and communication in multicultural settings. Furthermore, there has been studies showing that culturally diverse project teams have both a positive and negative impact on projects. The purpose of this study is to contribute to a deeper understanding of perceived challenges in multicultural project settings. In order to get a deeper understanding of the challenges, the study will address the perceived impacts of cultural differences in regard to the project member, as well as the challenges project members encounters and how these are managed. The author found that the cultural differences were noticeable when adapting to a new culture but faded as the respondents adjusted and became more like the individuals in the new culture. The challenges most of the respondents faced not speaking the language, not being used to the language and surrounded by different accents, which originated from language barriers. There was no universal solution to these challenges, instead, respondents dealt with it their own way or with the help of guidance from organizations. The study was done by conducting semi-structured interviews with a qualitive method to ensure extensive data. There were ten interviews in total, with individuals from different backgrounds and cultures around the world.
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Repoux, Charles. "Leading change management projects in international cross-cultural settings." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/90735.

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Thesis: S.M. in Management Studies, Massachusetts Institute of Technology, Sloan School of Management, 2014.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 71-73).
In an increasingly complex world for Multinational Companies, it is difficult for managers to keep a firm grasp over the global projects they are tasked to implement. Many of them lead teams operating across country borders, creating a need to increasingly take diverse national cultures into account in their operations. This extra dimension of International culture adds a layer of complexity that has been well studied in the past, though never in the context of Change Projects. This paper aims to look at how national cultural considerations should factor in when implementing discreet change projects in an organization. The paper first lays out the historic work that has been carried out in cross-cultural organization research, to create a foundation for the definitions related to national culture. Then, using Kotter's widely used framework for "Leading Change", it examines how assumptions were initially built into the theory, and how cultural considerations can help to rectify implementation of this framework. Finally, the paper takes a look at how two comparable alliances - between Nissan and Renault and between Mitsubishi Motors Company and Daimler Chrysler - used distinct approaches to cultural understanding in the context of the Kotter framework. This paper reveals that in the case of the Renault-Nissan alliance, executives were sensitive to the Japanese culture and were successful at leveraging certain of its aspects to turn the company around. In the contrasting case, executives imposed Daimler Chrysler's management principles to lead the turnaround. They disregarded many aspects such as the need for teamwork and reverence of hierarchy in the Japanese culture, and failed to generate buy-in from their counterparts. Thanks to this analysis this paper concludes that National culture is a key element to take into account when implementing Change Projects across borders. In addition, this case comparison does show that it is not only possible to manage National cultural differences, but it is far more exciting and rewarding to leverage them. Although this is not a radical
by Charles Repoux.
S.M. in Management Studies
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Oman, Natalie Benva. "Sharing horizons : a paradigm for political accommodation in intercultural settings." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35035.

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This dissertation examines the issue of intercultural understanding. I explore the role played by language in constituting human subjectivity in accordance with the common insights of Ludwig Wittgenstein, Martin Heidegger, and Mikhail Mikhailovich Bakhtin, in order to: (1) affirm the complexity and fragility of the process of building understanding in fight of our immersion in specific cultural-linguistic worldviews; and (2) demonstrate that human beings are ontologically predisposed to achieve understanding, and that this ontological predisposition is enhanced by a constant and inescapable process of crossing "language boundaries" in daily life. I argue that the very manner of human induction into cultural-linguistic worldviews suggests the means by which intercultural understanding might best be fostered: through the bestowal of recognition and the cultivation of dialogical relationships.
I assemble key elements of an assortment of different theories of intercultural understanding in which these techniques are assigned a central role; this exercise generates a Wittgensteinian "perspicuous representation" of the process of crafting intercultural understanding itself, and reveals the unique strengths of two convergent approaches in particular. Both the contemporary reinterpretation of the traditional ideal of intercultural understanding of the Gitxsan and Wet'suwet'en First Nations of northwestern British Columbia, and the recent writings of Charles Taylor on the subject of international human rights standards comprise variations of what I call the "shared horizons" paradigm. The great advantages of this paradigm are its ability to address the distortive effect exercised by power inequalities upon efforts to create intercultural understanding (demonstrated through a case study of the Gitzsan-Wet'suwet'en land claim), and its amenableness to a variety of distinct culture-specific normative justifications. The shared horizons approach does not offer a blueprint for achieving intercultural understanding, but rather, a modest and adaptable set of principles that can serve as the foundation for efforts to work toward the resolution of intercultural disagreements.
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Wind, Steven. "Towards healing the trauma of torture in Buddhist settings." Thesis, The University of Arizona, 2000. http://hdl.handle.net/10150/278732.

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Trauma resulting from torture and other forms of organized violence has been recognized as a growing international public health problem. International NGOs have responded to this problem by initiating anti-torture information campaigns and by establishing collaborative torture rehabilitation and community mental health programs in more than 120 communities in refugee resettlement countries as well as in countries recovering from war-related violence and gross human rights violations. These programs have faced the challenge of recognizing and integrating the non-Western ethnomedical and ethnopsychiatric beliefs of the populations being served into programs founded on Western medical epistemology. The appropriateness of applying in such settings Western diagnostic criteria such as post-traumatic stress disorder has been called into question. Buddhist beliefs further problematize the idea of culturally sensitive treatment. This paper examines torture rehabilitation programs working with Khmer and Tibetan populations with particular attention to the potential contribution of indigenous healing modalities and religious beliefs and practices.
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Adonu, Joseph Kordzo. "Psychosocial predictors of marital satisfaction in British and Ghanaian cultural settings." Thesis, Brunel University, 2005. http://bura.brunel.ac.uk/handle/2438/3977.

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This thesis seeks to shed light on the cultural construction of marriage and the relative psychosocial predictors of marital satisfaction across British and Ghanaian settings. The main argument is that, Britain and Ghana stand apart in socio-cultural standing: Britain is a developed Western European country whereas Ghana is a developing West African Country. Consequently local realities and social constructions would differ across these two settings and engender different constructions and experience of marriage. The project examined the relative contributions of self-construal, self-disclosure, material support, relationship beliefs, marriage role expectation and demographic variables to marital satisfaction among British and Ghanaian married couples. These objectives were pursued through the implementation of quantitative (n=400) and qualitative (n=117) paradigms in studies of couples from London and Accra. Various multivariate analytic strategies were employed to test hypotheses about differential constructions of marriage and the predictors of marital satisfaction across the two contexts. As hypothesized, responses of British couples suggested constructions of marriage that resonate with individualist patterns (e.g., less emphasis on "traditional" marital roles), and responses of Ghanaian couples suggested constructions of marriage that resonate with collectivist patterns (e.g., relative emphasis on instrumental support). Additional analyses revealed the hypothesized role of cultural grounding indicators in mediating the relationship between predictors and marital satisfaction. Specifically, interdependent self-construal mediated the relationship between material support and satisfaction, but independent self-construal mediated the relationship between self-disclosure and marital satisfaction. Qualitative analyses of the interview data aid in the interpretation of these results. The expected and counterintuitive findings that emerged are discussed against the backdrop of individualism-collectivism descriptions of prevalent cultural patterns that implicitly and explicitly shape and determine personal relationship behaviour. Implications of the findings as well as recommendations for future studies of marriage across cultural settings are offered.
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McIntyre, Nora Ann. "Teach at first sight : expert teacher gaze across two cultural settings." Thesis, University of York, 2016. http://etheses.whiterose.ac.uk/15408/.

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Teacher gaze is central to learning, yet research in this area has been limited to Western and laboratory settings. Moreover, within these contexts, only attentional (i.e., information-seeking) gaze has been investigated so far. The research presented in this thesis aimed to extend existing literature by identifying culture-specific (UK and Hong Kong) patterns of expert teacher gaze in real-world classrooms, and going beyond attentional gaze to communicative (i.e., information-giving) gaze. Participants were n= 40 secondary school teachers with 20 (10 expert; 10 novice) from the UK and 20 (10 expert; 10 novice) from Hong Kong. All consented to wearing eye tracking glasses while teaching a class. Gaze proportion, duration, efficiency, flexibility and sequences were measured and analysed. The strategic consistency of the way in which teachers used gaze was also assessed, as was the relationship between measures of gaze and teachers’ interpersonal behaviour. In both cultures, expertise in teaching was demonstrated by giving students priority, that is, higher proportions and longer durations of teacher gaze directed towards students. Gaze flexibility was also a sign of expertise in both cultures, as was strategic consistency. Cultural differences also emerged in what constituted expert teacher gaze. Expertise specific to the UK was shown through teachers looking less at teacher materials and through strategic consistency. Expertise specific to Hong Kong was shown through looking less at non-instructional non-student targets and by gaze flexibility. Teacher interpersonal style (i.e., agency × communion) and teacher agency increased as non-student attentional gaze decreased and as non-student communicative gaze increased; and teacher communion was significantly related to attentional but not communicative gaze.
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Cheban, Yuliya Mikhaylovna. "The Impact of Cultural Resilience on Affect and Performance in Organizational Settings." Thesis, California State University, Long Beach, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10978000.

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Examining cultural differences in resilience among workers and how these differences are related to satisfaction and performance at work is a vital research area that may provide insights into the United States’ steadily diversifying workforce. Specifically, there has been limited research on cultural differences in the workplace and its impact on affect and performance. This study investigated the impact that cultural resilience has on an individual’s job satisfaction and work performance. Moderation analyses using cultural resilience were conducted to test the impact that minority status, immigration status, and stress have on job satisfaction and performance. Results of this study indicated a significant interaction between cultural resilience and stress on an employee’s job satisfaction. Although minority and immigrant status significantly contributed to an individual’s cultural resilience, there was no significant interaction between cultural resilience and group status on an employee’s job performance. This study highlights the importance of examining the perspective of cultural minorities in workplace settings and has implications on workplace dynamics.

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Berger, Ulrich. "Co-action equilibrium fails to predict choices in mixed-strategy settings." SpringerNature, 2018. http://dx.doi.org/10.1038/s41598-017-19085-0.

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Social projection is the tendency to project one's own characteristics onto others. This phenomenon can potentially explain cooperation in prisoner's dilemma experiments and other social dilemmas. The social projection hypothesis has recently been formalized for symmetric games as co-action equilibrium and for general games as consistent evidential equilibrium. These concepts have been proposed to predict choice behavior in experimental one-shot games. We test the predictions of the co-action equilibrium concept in a simple binary minimizer game experiment. We find no evidence of social projection.
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Ambrosino, Audrey M. "Adult Learning in Nonformal Settings: Cultural Festivals as Spaces for Socially Situated Cognition." unrestricted, 2009. http://etd.gsu.edu/theses/available/etd-03172009-125648/.

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Thesis (Ph. D.)--Georgia State University, 2009.
Title from file title page. Ann Cale Kruger, committee chair ; Susan C. McClendon, Miles A. Irving, Karen M. Zabrucky, committee members. Electronic text (126 p. : col. ill.) : digital, PDF file. Description based on contents viewed Oct. 7, 2009. Includes bibliographical references (p. 119-121).
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Books on the topic "Cultural settings"

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Varvin, Sverre. Psychoanalysis in Social and Cultural Settings. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003206057.

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Peterson, Jean Treloggen. Households in international settings. Champaign, Ill: University of Illinois at Urbana-Champaign, 1985.

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Emanuela, Confalonieri, and Marchetti Antonella, eds. Reflective Thinking in Educational Settings: A Cultural Framework. New York: Cambridge University Press, 2014.

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Conflict or connection: Interpersonal relationships in cross-cultural settings. Wheaton, Ill: Evangelical Missions Information Service, 1996.

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Morales, Leo Sergio. Assessing patient experiences with healthcare in multi-cultural settings. Santa Monica, Calif: Rand Graduate School, 2001.

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Worm, Verner. Vikings and mandarins: Sino-Scandinavian business cooperation in cross-cultural settings. Copenhagen: Handelshøjskolens forlag, 1997.

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Wing, Sue Derald, ed. Addressing racism: Facilitating cultural competence in mental health and educational settings. Hoboken, N.J: John Wiley & Sons, 2006.

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Making a meal of it: Sex in chinese and western cultural settings. [Place of publication not identified]: Outskirts Press, 2011.

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A preface to Mark: Notes on the Gospel in its literary and cultural settings. New York: Oxford University Press, 1993.

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Beycioglu, Kadir. Ethical technology use, policy, and reactions in educational settings. Hershey PA: Information Science Reference, 2013.

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Book chapters on the topic "Cultural settings"

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Dao, Melissa Dominicé, and Laurence J. Kirmayer. "Cultural Consultation in Medical Settings." In Cultural Consultation, 313–31. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7615-3_15.

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Michie, Michael. "Teachers in Cross-Cultural Settings." In Working Cross-culturally, 107–34. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-680-6_5.

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Lashley, Myrna, Ghayda Hassan, and Begum Maitra. "Cultural Consultation to Child Protection Services and Legal Settings." In Cultural Consultation, 269–90. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7615-3_13.

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Peng, Kaiping, and Susannah B. F. Paletz. "Cross-Cultural Psychology in Applied Settings." In IAAP Handbook of Applied Psychology, 525–42. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444395150.ch21.

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Balchin, Ross, Rudi Coetzer, Christian Salas, and Jan Webster. "Considering communities and cross-cultural realities." In Addressing Brain Injury in Under-Resourced Settings, 16–26. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2017. |: Psychology Press, 2017. http://dx.doi.org/10.4324/9781315696959-2.

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Varvin, Sverre. "The present past." In Psychoanalysis in Social and Cultural Settings, 94–124. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003206057-7.

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Varvin, Sverre. "Our relations to refugees." In Psychoanalysis in Social and Cultural Settings, 79–93. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003206057-6.

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Varvin, Sverre. "“The essay method”." In Psychoanalysis in Social and Cultural Settings, 183–204. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003206057-11.

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Varvin, Sverre. "“Yu Hua: A narrator of Chinese recent history”." In Psychoanalysis in Social and Cultural Settings, 209–23. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003206057-12.

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Varvin, Sverre. "Terror and mourning in Norway." In Psychoanalysis in Social and Cultural Settings, 3–6. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003206057-1.

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Conference papers on the topic "Cultural settings"

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Linxen, Sebastian, Silvia Heinz, Livia J. Müller, Alexandre N. Tuch, and Klaus Opwis. "Mental models for web objects in different cultural settings." In CHI '14: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2559206.2581209.

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Tasdemir, Sibel Ayper, and Ekaterina Prasolova-Forland. "Visualizing Afghan Culture in a Virtual Village for Training Cultural Awareness in Military Settings." In 2014 18th International Conference on Information Visualisation (IV). IEEE, 2014. http://dx.doi.org/10.1109/iv.2014.50.

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Obremski, David, Jean-Luc Lugrin, Philipp Schaper, and Birgit Lugrin. "Non-Native Speaker Generation and Perception for Mixed-Cultural Settings." In IVA '19: ACM International Conference on Intelligent Virtual Agents. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3308532.3329427.

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Wandansari, Yettie, Dewi Retno Suminar, and Tina Afiatin. "The Cultural Role on Emotional Competence Development in Early Childhood." In International Conference on Psychology in Health, Educational, Social, and Organizational Settings. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008585600820090.

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Romanovska, Alina. "LATVIAN YOUNG PEOPLE’S UNDERSTANDING OF CULTURE AND CULTURAL HERITAGE: QUALITATIVE RESEARCH IN FORMAL EDUCATIONAL SETTINGS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0985.

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Candello, Heloisa. "Developing principles for outdoor mobile multimedia guides in cultural heritage settings." In the 11th International Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1613858.1613969.

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Fairuziana, Marty Mawarpury, Andriyani E. Lay, Yeni Fitria, and Yanti Fitria. "Mental Health Literacy in South East Asia in a Cultural Context: A Systematic Review." In International Conference on Psychology in Health, Educational, Social, and Organizational Settings. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008591505160524.

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ZABLOCKI, AGNIESZKA, BODO SCHLEGELMILCH, and MICHAEL HOUSTON. "Online Communication In Different Cultural Settings A Comparison Between Austrian And Thai Consumers." In Third International Conference on Advances in Management, Economics and Social Science - MES 2015. Institute of Research Engineers and Doctors, 2015. http://dx.doi.org/10.15224/978-1-63248-081-1-35.

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Redmon, Annette, and María Ortiz. "VIDEO-STORYTELLING AS A PRECURSOR FOR EXPERIENTIAL LEARNING OPPORTUNITIES IN CROSS-CULTURAL SETTINGS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2677.

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Kacane, Ilze. "FAMILY SETTINGS AS EDUCATIONAL AND SOCIO-CULTURAL CONTEXT FOR YOUTH CULTURAL IDENTITIES AND PRACTICES: A NARRATIVE CASE STUDY IN LATVIA." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0402.

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Reports on the topic "Cultural settings"

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Tian, Xiaoling. Preschool Teachers' Perspectives on Caring Relationships, Autonomy, and Intrinsic Motivation in Two Cultural Settings. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.470.

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Bayley, Stephen, Darge Wole, Louise Yorke, Paul Ramchandani, and Pauline Rose. Researching Socio-Emotional Learning, Mental Health and Wellbeing: Methodological Issues in Low-Income Contexts. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/068.

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This paper explores methodological issues relating to research on children’s socio-emotional learning (SEL), mental health and wellbeing in low- and lower-middle-income countries. In particular, it examines the key considerations and challenges that researchers may face and provides practical guidance for generating reliable and valid data on SEL, mental health and wellbeing in diverse settings and different cultural contexts. In so doing, the paper draws on the experience of recent research undertaken in Ethiopia to illustrate some of the issues and how they were addressed. The present study extends earlier 2018-2019 RISE Ethiopia research, expanding its scope to consider further aspects of SEL, mental health and wellbeing in the particular context of COVID-19. In particular, the research highlights that the pandemic has brought to the fore the importance of assessing learning, and learning loss, beyond academic learning alone.
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Rogers, Amanda. Creative Expression and Contemporary Arts Making Among Young Cambodians. Swansea University, May 2021. http://dx.doi.org/10.23889/sureport.56822.

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This project analysed the creative practices and concerns of young adult artists (18-35 years old) in contemporary Cambodia. It examined the extent to which the arts are being used to open up new ways of enacting Cambodian identity that encompass, but also move beyond, a preoccupation with the Khmer Rouge (1975-1979). Existing research has focused on how the recuperation and revival of traditional performance is linked to the post-genocidal reconstruction of the nation. In contrast, this research examines if, and how, young artists are moving beyond the revival process to create works that speak to a young Cambodian population.The research used NGO Cambodian Living Arts’ 2020 Cultural Season of performances, workshops, and talks as a case study through which to examine key concerns of young Cambodian artists, trace how these affected their creative process, and analyse how the resulting works were received among audiences. It was funded through the AHRC GCRF Network Plus Grant ‘Changing the Story’ which uses arts and humanities approaches to ‘build inclusive societies with, and for, young people in post-conflict settings.
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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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