Academic literature on the topic 'Intercultural adaptation challenges'
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Journal articles on the topic "Intercultural adaptation challenges"
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Ismail, Isma Rosila, Roswati Abdul Rashid, Rosmalizawati Ab Rashid, Parveen Kaur Sarjeet Singh, and Yus Sharmiza Yushriman. "Challenges and Intercultural Adaptation Among Japanese Students to Malaysian Culture: A Case Study." Jurnal Komunikasi: Malaysian Journal of Communication 38, no. 1 (March 31, 2022): 162–78. http://dx.doi.org/10.17576/jkmjc-2022-3801-09.
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Outcomes of a case study based on the Autobiography of Intercultural Encounters (AIE) released by the Council of Europe are presented in this article. The paper is created as a supplement to help students reflect critically on unique intercultural interactions. The study claims that the document may be utilised in its original question-and-answer format to examine intercultural experiences critically and as a framework for students to create intercultural encounter narratives. As a result, this document may be used to write reflective narratives on students’ intercultural experiences, such as studying abroad. Two Japanese students on a short program in Malaysia were asked to create a story on their intercultural experiences for this research. The students then submitted their responses to the same experience’s questions in AIE. They created their narrative using AIE as a framework, and content analysis of the two AIE narratives indicated that the narrative based on AIE was more critical in its perspective of intercultural encounters. According to the findings, the student found creating a story focused on AIE to be helpful to both herself and the audience. Therefore, it can be concluded that adopting AIE as a framework for writing intercultural encounter narratives might be beneficial, particularly in describing intercultural communication scenarios. Students might enhance their awareness of intercultural conflict situations and develop their communication skills by reading such collected narratives. Keywords: Autobiography, intercultural encounters, intercultural competence, narrative, critical thinking.
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Malik, Muhammad Zeeshan Akram, Bushra Shoukat, and Ali Ahmad Kharal. "Foreign Students’ Intercultural Adaptation at IIUI: An Intercultural Pragmatic Study." Journal of Languages, Culture and Civilization 5, no. 1 (March 22, 2023): 47–62. http://dx.doi.org/10.47067/jlcc.v5i1.157.
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The aim of this research was to examine how foreign students at IIUI adapt to intercultural communication in relation to three key factors: Context, Salience, and Common Ground. To explore the experiences and challenges faced by these students, the study employed Colleen Ward's Cultural Adjustment Process Model and the Socio-cognitive approach, specifically focusing on context, salience, and common background. Data was gathered through a questionnaire consisting of both open-ended and close-ended questions from 18 randomly selected students of IIUI, from various countries. The results suggest that the students rely heavily on their prior experiences and use a combination of these experiences and the emergent situation, salience, and common ground to adjust to intercultural communication.
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Leng, Bing. "Problems and Strategies: A Study of Cross-Cultural Adaptation of Chinese Undergraduates in the Philippines." Journal of Contemporary Educational Research 6, no. 11 (November 24, 2022): 28–35. http://dx.doi.org/10.26689/jcer.v6i11.4505.
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Investigating the intercultural adaptation of Chinese undergraduates in the Philippines provides an effective example of bridging the gap between theories of intercultural adaptation. A questionnaire and interviews were conducted to explore the problems and challenges faced by Chinese undergraduates in the Philippines, thereby providing some first-hand information for subsequent studies on cultural adaptation. Chinese undergraduates in the Philippines faced four main challenges, namely interpersonal communication, living environment, social services, and course study. As coping strategies, four suggestions are presented, including cultural integration, life experience, bridge building, and rational docking.
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Khoirunnisa, Ananda Siti, and Yaya Sunarya. "Implementasi Pembelajaran Lintas Budaya dalam Perspektif Pengajar BIPA: Tantangan dan Peluang." Jurnal Onoma: Pendidikan, Bahasa, dan Sastra 9, no. 1 (March 5, 2023): 209–17. http://dx.doi.org/10.30605/onoma.v9i1.2338.
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BIPA learning can adapt the concept of intercultural learning with the aim of mastering language and understanding Indonesian culture. Intercultural learning bridge the process of introducing Indonesian culture in the BIPA class. The success of a learning process does not escape the challenges and opportunities faced by teachers. This study aims to describe the challenges and opportunities of intercultural learning from the perspective of BIPA teachers. The research method used is descriptive-qualitative. Researchers interviewed the research subjects, who were six BIPA teachers. The results showed that there were several challenges and opportunities in BIPA intercultural learning. Some challenges in intercultural learning are differences in perspective and cultural background, self-adaptation, heterogeneous class situations, cultural similarities seek, and learner needs. Some of the opportunities for these challenges, namely intercultural communication, intercultural discussion, and Indonesian culture diplomacy. Furthermore, this research can be a reference for BIPA teachers in implementing intercultural learning.
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Rayner, Francesca. "Adapting Macbeth in a Lusophone context: the challenges of intercultural performance." Sederi, no. 25 (2015): 129–51. http://dx.doi.org/10.34136/sederi.2015.6.
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This article analyses the intercultural performance of The Prayers of Mansata, an adaptation of Shakespeare’s Macbeth to the West African context of Guinea-Bissau. After a critical exploration of contemporary intercultural theory, it charts the relationship between the Shakespearean text and this adaptation, before exploring particular questions raised by the circulation of the performance within different Portuguese-speaking contexts. It argues that such performances can represent a potent social and political intervention in contemporary configurations of power within a Portuguese-speaking community of nations by combining concerns with local specificity and wider concerns with a post-colonial present.
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Tri, Nguyen Minh. "UNRAVELING THE DYNAMICS OF INTERCULTURAL COMMUNICATION AND ADAPTATION PROCESSES IN MULTICULTURAL SETTINGS." Metahumaniora 14, no. 1 (April 17, 2024): 54. http://dx.doi.org/10.24198/metahumaniora.v14i1.51757.
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The purpose of this article is to provide an explanation of the concept of intercultural communication and its nature while also identifying the crucial cultural adaptation process. The study used a qualitative literature search method to form and analyse the adaptation process in intercultural communication. Additionally, the article emphasises that culture shock plays a significant role in the dynamics of the adaptation process. Moreover, it points out that every individual faces distinct challenges during each phase of the adaptation process.
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Yi, Li, and Ling Meng. "Teacher Identity Construction of Non-Local English-Speaking EFL Teachers in the Intercultural Adaptation Process." Journal of Language Teaching and Research 13, no. 5 (September 1, 2022): 1058–65. http://dx.doi.org/10.17507/jltr.1305.19.
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Non-local English-speaking EFL teachers are increasingly employed in the outer or expanding circle of English-speaking countries, but little is known about how these non-local EFL teachers construct their language teacher identity while they go through the intercultural adaptation process. Employing the narrative analysis, this study analysed the data of the in-depth interviews with three non-local English-speaking EFL teachers in one Chinese university and explored their teacher identity construction in the process of intercultural adaptation. Three major types of intercultural challenges were identified in their cross-cultural work in Chinese tertiary education. It was also found that the non-local EFL teachers strategically shift their teacher identities and instrumentalize their non-local identity to adapt to their intercultural teaching work and to empower themselves professionally in the language classes. This study contributes to the understanding of identity making in the intercultural adaptation process and provides implications for the adaptive policymaking and training for non-local teachers.
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Yarychev, Nasrudi. "Intercultural Educational Policy: Strategies and Implementations in a Globalized World." SHS Web of Conferences 195 (2024): 05009. http://dx.doi.org/10.1051/shsconf/202419505009.
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In the era of globalization, educational policies promoting intercultural interaction are pivotal for fostering understanding and collaboration across diverse cultural contexts. This article explores strategies and practical implementations of intercultural educational policies aimed at addressing challenges and leveraging opportunities in a globalized world. Theoretical foundations of intercultural education are discussed, emphasizing its relevance in preparing individuals to navigate complex multicultural environments. Additionally, the article examines current strategies and practical applications of intercultural educational policies, including curriculum development, teacher training programs, cultural exchange initiatives, and institutional collaborations. It analyzes how these policies integrate cultural diversity into educational practices, promoting inclusivity and equity. Moreover, challenges encountered in implementing intercultural educational policies such as resistance to change, cultural biases, and resource limitations are explored. Effective approaches to overcoming these challenges, including stakeholder engagement, policy adaptation to local contexts, and ongoing evaluation and improvement, are discussed.
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Deng, Yiheng, Claude-Hélène Mayer, Pamela Koch, Duanyong Wang, Donny Huang, Nasir Afghan, Brad Koch, Andrei Panibratov, and Ruobing Chi. "JICIR Intercultural Theme Dialogue Chinese Multi-National Corporations (MNC’s): (Part I) Global Challenges and Opportunities." Journal of Intercultural Communication & Interactions Research 3, no. 1 (January 1, 2024): 77–108. http://dx.doi.org/10.3726/jicir.2023.1.0006.
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Abstract This article presents an in-depth exploration of the challenges and opportunities faced by Chinese Multi-National Corporations (MNCs) as they navigate the global business landscape. Focusing on the intercultural adaptation and communication barriers, it highlights the experiences of Chinese MNCs in various regions, including Africa and Pakistan. The discussion is based on a webinar panel featuring experts with diverse interdisciplinary backgrounds in intercultural business communication, intercultural management, international business, as well as international relation and economics. The insights from the panel address key themes and cross- and intercultural challenges such as dealing with differing leadership styles, communication barriers, cultural differences, corporate social responsibility (CSR), and the development of intercultural competence in diverse socio-cultural environments. The panelists emphasized the importance of flexibility, mutual understanding, and culturally agile leadership in overcoming these challenges. The discussion also outlines potential research areas for further exploration of the intercultural dynamics of Chinese MNCs. Through this dialogue, the article aims to stimulate future research and provide practical recommendations for improving the global operations and intercultural interactions of Chinese enterprises. It also proposes ideas on how Chinese MNCS can both develop and integrate local and global practices to achieve sustainable international growth.
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Ridaryanthi, Melly, Anindita Susilo, and Nevita Kristine. "Intercultural Communication Challenges and the Coping Strategies Among Fresh Graduates in the Vuca Era." Jurnal Komunikasi: Malaysian Journal of Communication 40, no. 2 (June 30, 2024): 413–30. http://dx.doi.org/10.17576/jkmjc-2024-4002-24.
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Higher education has provided a set of curriculum to equip graduates with complete skill sets to enter the industry. Hard skills, as well as soft skills, are inseparable components for graduates to acquire. Industries today have rapidly changed due to the advancement of technology. Almost every aspect of life is going digital; therefore, graduates have to adapt to the simultaneous and continuous changes. In this situation, intercultural communication competence is one of the skills that will accommodate the fresh graduate to face and overcome challenges in the industry, especially in the VUCA era. All industrial players should adapt to the working cultures and adopt the advanced technological changes. This study explores the experience of fresh graduates in the industry regarding intercultural communication challenges and their coping strategies to overcome the situations. The phases of their adaptation towards the work environment will be addressed as well to understand the context better. Interviews were conducted to explore and understand their experience which eventually categorised to identify strategies that could accommodate the continuously changing situation. This study will contribute to the preparation of graduates to enter the workforce as the study found that there are three main challenges faced among fresh graduates regarding skill mismatch, lack of experience, and career adaptability. Furthermore, intercultural communication competence has contributed to their adaptation and coping strategies towards those challenges in their first job. Keywords: Intercultural competence, fresh graduate, soft skills, VUCA, coping strategies.
Dissertations / Theses on the topic "Intercultural adaptation challenges"
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Choi, Minyoung. "Les défis de l’adaptation des expatriés français installés en Corée du Sud face aux changements socioculturels." Electronic Thesis or Diss., Université Gustave Eiffel, 2024. http://www.theses.fr/2024UEFL2035.
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Nous cherchons à identifier les défis des expatriés français installés en Corée du Sud face aux spécificités de la culture locale coréenne, et en particulier aux nouvelles normes d'aujourd'hui dans le monde du travail insufflées par les changements sociaux actuels et la jeune génération en Corée. La Corée présente des singularités fortes pour les expatriés français installés en Corée, et l'un des grands défis consiste à considérer la culture locale et à s'y adapter. Cette thèse vise essentiellement à comprendre l'influence de la culture coréenne sur l'adaptation des expatriés français en contexte local et les défis de leur adaptation interculturelle dans le pays d'accueil. Nous nous interrogerons sur la manière dont les expatriés français interprètent leurs expériences en Corée et comment ils envisagent les rapports au travail des Coréens. En même temps, cette étude s'intéresse plutôt au croisement des deux perspectives culturelles des expatriés français et des collègues locaux, nous observerons comment chacun se représente ces deux côtés et interprète mutuellement les modes de travail et les comportements selon le contexte culturel propre à chacun. À ce jour, les rapports au travail en Corée sont en pleine évolution en corrélation avec l'arrivée progressive dans l'entreprise de la nouvelle génération. Mais face à cette évolution socioculturelle de la société coréenne, la vision française ne reflète pas les normes culturelles des Coréens en transformation. Cette recherche se structure autour de deux volets : interculturel et intergénérationnel, prenant ainsi en compte les évolutions des rapports au travail insufflées par la jeune génération. Le but de cette thèse est d'apporter un regard nouveau dans les approches interculturelles en combinant les problématiques interculturelles et intergénérationnelles. En mettant en relation ces deux différents axes, cette thèse vise à comprendre comment les perspectives croisées peuvent influencer l'adaptation des expatriés français au travail en CoréeOur research seeks to identify the challenges encountered by French expatriates living in South Korea when adapting to the local culture, particularly the new standards of today's working environment inspired by sociocultural changes and Korea's younger generation. French expatriates have found it difficult to adapt effectively to local cultures and traditions, making it one of the great challenges they face. In this context, this thesis aims to understand the influence of Korean culture on the adaptation of French expatriates and the challenges of their intercultural adaptation to the host country. We will investigate how French expatriates perceive their experiences in Korea and what they think of Koreans' approach to work. At the same time, this study is interested in the intersections of the two cultural perspectives of French expatriates and local employees. We will observe how each group represents these perspectives and mutually interprets practices, working methods, and behaviors according to their own specific cultural contexts. However, work values, attitudes, and behaviors in the Korean workplace are rapidly changing due to the new generation entering the workforce. Despite this sociocultural transformation of Korean society, the perspective of French expatriates does not reflect the changing characteristics of the Korean workforce. This research is therefore structured around two points: intercultural and intergenerational, taking into account the changes in job attitudes accelerated by the younger generation. The aim of this thesis is to bring a new perspective to intercultural approaches by combining intercultural and intergenerational issues. By relating these two different points, this thesis aims to understand how the intersection of such perspectives can influence the adaptation of French expatriates working in Korea
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Kocianová, Barbora. "Výzvy integrace žáků-cizinců na 1. stupni ZŠ." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-337488.
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This thesis deals with the theme of integration and education of foreign pupils at primary schools. Further, it presents the findings which are connected with this theme. It focuses on classification of challenges and problems which can occur when the pupil starts to attend a school in a foreign country, and tries to find possible solutions and preventive measures as well. It has been confirmed that teachers see positive contribution of a foreign pupil in the class but they also admit and express concerns about insufficient preparedness and the lack of materials for work with the foreign pupils. The empirical part of this paper analyses three case studies which have been made thanks to observation of the foreign pupils and thanks to interviews with their class teachers. This part also concerns with teachers' opinions and their view of the challenges that are brought up by the presence a foreign pupil. The outcome of the thesis is a set of sample work sheets intended for foreign pupils. These worksheets are compatible with the textbooks for teaching Czech language which are commonly used at primary schools. Key words Integration, second language pupils, foreign pupils, students-foreigners, adaptation, intercultural education, inclusion, cultural differences, multicultural education,...
Book chapters on the topic "Intercultural adaptation challenges"
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Baena, Pablo Arigita, Anne Brunel, Yon Fernández-de-Larrinoa, Tania Eulalia Martinez-Cruz, Charlotte Milbank, and Mikaila Way. "In Brief: The White/Wiphala Paper on Indigenous Peoples’ Food Systems." In Science and Innovations for Food Systems Transformation, 229–59. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-15703-5_13.
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AbstractThe 2021 United Nations Food Systems Summit (UNFSS) was a call from the UN that brought together key players with the objective to provide potential solutions for transforming current food systems and increasing their sustainability, resilience, equitability, nutritional value, and efficiency. Key actors from science, business, policy, healthcare, the private sector, civil society, farmers, Indigenous Peoples, youth organisations, consumer groups, environmental activists, and other key stakeholders came together before, during and after the Summit, to review how food is produced, processed, and consumed across the world in order to bring about tangible, positive changes to the world’s food systems.The White/Wiphala Paper on Indigenous Peoples’ Food Systems (FAO, 2021a) was a critical reference, an evidence-based contribution to the 2021 UNFSS that highlights the crucial role of Indigenous Peoples and their food systems as game-changers and shows us how we can respect, better understand, and protect said systems. The paper resulted from the collective work of Indigenous Peoples’ leaders, scientists, researchers, and UN staff. More than 60 Indigenous and non-Indigenous contributions from 39 organisations and ten experts in six socio-cultural regions were received by the Global-Hub on Indigenous Peoples’ Food Systems. The Global-Hub on Indigenous Peoples’ Food Systems is a knowledge platform that brings together Indigenous and non-Indigenous experts, scientists, and researchers to co-create intercultural knowledge and provide evidence about the sustainability and resilience of Indigenous Peoples’ food systems (https://www.fao.org/indigenous-peoples/global-hub/en/), which coordinated the writing and editing of the paper through a Technical Editorial Committee.The White/Wiphala paper emphasised the centrality of a rights-based approach, ensuring Indigenous Peoples’ rights and access to land, natural resources, traditional territorial management practices, governance, and livelihoods, as well as addressing the resilience and sustainability of their foods systems. The paper demonstrates how the preservation of Indigenous Peoples’ food systems is necessary for the health of more than 476 million Indigenous Peoples globally while providing valid solutions for addressing some of the challenges humankind faces on sustainability, resilience, and spirituality.It is essential to note critical developments that have occurred since the White/Wiphala paper was published in mid-2021, the July Pre-Summit in Rome, and the September Summit in New York, followed by COP26 in Glasgow in November 2021.For example, at COP26, little attention was given to food systems, despite their contribution to the climate crisis, with responsibility for 30% of greenhouse gas emissions (FAO, 2021b). COP26 highlighted the need to focus on mitigation strategies and adaptation in the face of the current climate crisis. These strategies must include Indigenous Peoples’ food systems as game-changers for effective climate adaptation strategies that they have been testing and adjusting for hundreds of years.At the UNFSS Pre-Summit in Rome, the Indigenous Peoples’ delegation voiced their concerns and presented three key proposals: the recognition of Indigenous Peoples’ food systems as a game-changing solution; the launching of a coalition on Universal Food Access and Indigenous Peoples’ food systems; and the request to create an Indigenous Peoples’ fund. All their concerns and proposals were rejected at the Pre-Summit, including launching a Coalition on Indigenous Peoples’ Food Systems and Universal Food Access.In the aftermath of the UNFSS Pre-Summit, and thanks to the leadership of the Chair of the UN Permanent Forum on Indigenous Issues (UNPFII), Indigenous leaders following the UNFSS, seven countries, and the FAO Indigenous Peoples Unit (PSUI), timely discussions and collective work led to the creation of a new Coalition on Indigenous Peoples’ Food Systems.Thanks to the leadership of Mexico and the support of Canada, the Dominican Republic, Finland, New Zealand, Norway, and Spain, along with the support of the UN Permanent Forum on Indigenous Issues (UNPFII), the Global-Hub on Indigenous Peoples’ Food Systems, and FAO, this Coalition was announced at the New York September UNFSS Summit.The Coalition on Indigenous Peoples’ Food Systems builds upon the White/Wiphala Paper, establishing the objective of ensuring the understanding, respect, recognition, inclusion, and protection of Indigenous Peoples’ food systems while providing evidence about their game-changing and systemic nature. To support this objective, the Coalition organises its work around two main goals: Goal 1: Respect, recognise, protect and strengthen Indigenous Peoples’ food systems across the world; and Goal 2: Disseminate and scale-up traditional knowledge and good practices from Indigenous Peoples’ food systems with potential to transform global food systems across the board.
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Rao, Xiaofei, Kristin Kew, and Anita Hernández. "Becoming Interculturally Adaptable." In Handbook of Research on Advancing Language Equity Practices With Immigrant Communities, 45–68. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3448-9.ch003.
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The prevailing picture of intercultural adaptation among international student sojourners features a reified process of overcoming culture shock or culture-related stress and anxiety. In the context of increasing recruitment of Chinese students by German higher education institutions, there has been a growing interest in understanding Chinese students' intercultural adaptation experiences, and in exploring approaches that can be adopted by Chinese and German higher education to support these sojourners' learning experience. Drawing on a six-month mixed-methods study of 84 Chinese students attending German universities, researchers explored their intercultural experience regarding psychological, sociocultural, and educational aspects to university life. The challenges faced by these students are discussed in terms of psychological, sociocultural, and educational adaptations.
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Yang, Ping. "Intercultural Communication Between East and West." In Multicultural Instructional Design, 840–62. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch039.
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This chapter examines verbal and non-verbal intercultural communication challenges faced by Australian students studying abroad in China. Using intercultural communication theories, the author analyses potential cultural shock and intercultural differences to help Australian students be aware of academic and social survival skills in their destination country. While there are many publications about international students' intercultural communication issues and intercultural adaptation difficulties within English-speaking countries, there are comparatively few works on Australian students' intercultural communication competence needed for living in China. This chapter looks at pedagogical implications of intercultural communication training for Australian students prior to their overseas studies and outbound mobility experience.
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Yang, Ping. "Intercultural Communication between East and West." In Handbook of Research on Study Abroad Programs and Outbound Mobility, 755–77. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0169-5.ch030.
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This chapter examines verbal and non-verbal intercultural communication challenges faced by Australian students studying abroad in China. Using intercultural communication theories, the author analyses potential cultural shock and intercultural differences to help Australian students be aware of academic and social survival skills in their destination country. While there are many publications about international students' intercultural communication issues and intercultural adaptation difficulties within English-speaking countries, there are comparatively few works on Australian students' intercultural communication competence needed for living in China. This chapter looks at pedagogical implications of intercultural communication training for Australian students prior to their overseas studies and outbound mobility experience.
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Hong, Ying-yi, and Siran Zhan. "Multicultural Identities." In The Handbook of Culture and Psychology, 615–39. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190679743.003.0019.
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Rapid globalization has heightened intercultural exposure and diversity of societies. As an adaptation to globalization, many individuals are acquiring identities that pertain to more than one regional and/or national culture. To understand the formation, maintenance, and impact of multicultural identity, researchers study it at multiple levels of analysis. To this end, this chapter will review the literature on multicultural identities at the levels of intrapersonal processes, interpersonal processes, and organizational and societal influences. The review shows that the concept of multicultural identity has evolved over time, from being seen as maladaptive to an embodiment of creativity and open-mindedness. This chapter demonstrates how the study of multicultural identities has gained prominence in recent decades and will be even more urgent as the mobility of individuals and social groups becomes the “new normal.” That is, with the exponential rate of intercultural contacts and mixing, being or becoming multicultural seems more normative than being monocultural. Monoculturalism may soon be a rare case and, as such, described as a thing of the past. It is ever more pressing to understand how people navigate among cultures, form bi- or multicultural identities, and adapt to new cultural environments cognitively and biologically and the challenges and barriers they face in the era of globalized world.
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Ramos, Maria Natália, and Ana Cristina Lopes. "Tecnologias digitais na comunicação e na integração educacional e intercultural: desafios globais contemporâneos." In The Overarching Issues Of The European Space-From Sustainable Development to Sustainability, 286–97. Universidade do Porto, Faculdade de Letras, 2021. http://dx.doi.org/10.21747/978-989-9082-08-3/overa20.
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In 2020, with the emergence of the COVID-19 pandemic, the world was confronted with drastic changes that led to challenges, transversal to society. Social inequalities between countries and countries were evidenced, with greater impact on the most vulnerable groups, in poverty or migration. These challenges were particularly reflected in the area of education, highlighting the vulnerabilities of the existing educational model. In the face of an unprecedented crisis, the potential arising from the use of digital technologies, the adaptation of the educational community, as well as the resilience of teachers and students, stood out. This text emphasizes the importance of the use of digital technologies, as facilitators of educational and intercultural integration. Digital technologies in education allow students from different countries and cultures to be integrated, preparing them for the reality of a global, plural and changing world of work. This method, although closer to the social reality, has the limitations, being more adapted to certain target audiences and requiring the student to have a high organization and automotive capacity. Traditional teaching, by stimulating the closer relationship between the teacher and the student, creates a safety net for the student, not leaving him so dependent on himself, forcing him to maintain a constant learning routine. Teaching and learning, at a distance or in person, are distinct realities. The objective is to identify the pillars of each model, strengths and constraints. It is important to take advantage of the challenges that the pandemic has imposed as opportunities, implementing appropriate policies, innovative solutions, supporting teachers, empowering them and improving their skills, as well as that of their students, promoting training in the technological field (Ramos, 2016; Ramos & Lopes, 2021). In an era of globalization and increasing multi/interculturality based on unprecedented technological evolution, the in(success) of teaching, learning and society depend on the definition of policies, open, inclusive and flexible methodologies that integrate the social and cultural diversity in which we live, and are adaptable to adverse and atypical situations. Harnessing these lessons to develop sustainable policies can not only help overcome the current crisis, but also prepare for further future adversities, reducing inequalities and making education increasingly inclusive and quality.
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Ma, Nan. "Writing Dance." In When Words Are Inadequate, 146—C4P99. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780197575307.003.0005.
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Abstract Chapter 4 investigates the origin of (modern) Chinese ethnic dance in relation to modern dance by examining the life, career, and choreographies of Dai Ailian, the Trinidad-born Chinese dancer who collected and adapted ethnic dances in China’s southwestern borderlands in the mid-1940s. In existing historiography, Dai’s experiences are subsumed within a narrative of “homecoming” and “root-searching” through dance. Consequently, the account of the origin of Chinese ethnic dance has become a nationalist and nativist one, predicated on a coherent “Chinese” identity. To challenge this narrative, the chapter recasts Dai’s experiences into a framework of “multi-diaspora” along the geopolitical borders between “empires.” Dai’s multi-diasporic anxieties and aspirations, as an undercurrent, rode on the nationalist mainstream and vice versa, but with diverging momentums. This suggests that the emergence of Chinese ethnic dance was not just a nationalist response to China’s political imperatives, but an outgrowth of the extensive global circuit of intercultural exchanges conditioned by the world colonial hierarchy. Moreover, dance per se turned out to be inadequate in addressing the precarity of Dai’s multi-diasporic experiences. Ethnic dances, in Dai’s case, must be (trans)mediated by labanotation (developed by Rudolf Laban) to enter her negotiation of gender, racial, and national identities on both domestic and international stages. That is, Dai’s adaptation of ethnic dances was informed and mediated by the theory and symbols of modern dance, and by distributing Chinese ethnic dances in Labanotation on the international stage, Dai expanded Laban’s vision of “a literature of dance” into “a world literature of dances.”
Conference papers on the topic "Intercultural adaptation challenges"
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Bîrsan, Svetlana, and Lucia Cepraga. "New communication technologies: opportunities and challenges." In International Scientific Conference “30 Years of Economic Reforms in the Republic of Moldova: Economic Progress via Innovation and Competitiveness”. Academy of Economic Studies of Moldova, 2022. http://dx.doi.org/10.53486/9789975155649.48.
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The explosive development of new communication technologies and their widespread expansion have led to new concerns in interpersonal communication. New technologies involve useful tools for development and communication, but also new challenges, as adapting to new tools and ways of communication causes changes in form and substance at the overall level. In addition to the enormous possibilities that the emergence of new communication technologies has opened up at the communication level, numerous problems have arisen following their introduction. In other words, some acute problems related to the storage and management of information both inside and at the interface with the outside have been solved, but the introduction of new technologies has led to significant changes in configuration, climate and communication networks in organizations / institutions etc. Last but not least, there has been a need for people to adapt "on the fly" to new configurations and characteristics. New communication technologies are combined with other trends at the macrosocial level: globalization, intercultural communication, the decline of consumption patterns, the accelerated evolution of markets, changing lifestyles. The complex of trends that indicate global changes will influence the future and life in organizations / institutions. Challenges for communicators are linked to their ability to anticipate change from the outside and to proactively introduce change adaptation measures. Basically, communication has become the main variable for survival, longevity and institutional health: the development of a human team depends on its development.
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Smith, Natalia, and Anton Antonov. "DETERMINING THE DEGREE OF CULTURAL DISTANCE IN DIVERSITY MANAGEMENT." In III International Conference Technology & Entrepreneurship in Digital Society. Real Economy Publishing House, 2021. http://dx.doi.org/10.17747/teds-2020-33-35.
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In the process of transforming the priority of material and technical values to the paradigm of flexible thinking, communicative interaction becomes a new value, which is a vital competence in the integrative multicultural reality of the global world, where cultural diversity is recognized as a key value. Diversity management is now dominant in organizational management, the ability to focus on organizing behavior based on the interaction of all parties in an environment where many cultures are intertwined. The multidimensionality of the multicultural environment poses a challenge in determining the degree of cultural distance in an organization. This allows us to understand the similarities and differences between the host culture and the culture of foreign visitors and students, and to identify gaps and barriers to intercultural interaction and adaptation tools. It also calls for the formation of all actors in the educational process of the necessary knowledge and skills that contribute to their adequate orientation in belonging to their own culture and awareness of the influence of their value dominants in practical situations of intercultural communication. Thus, in organizational management, host Russian universities face the challenge of recognizing their own cultural paradigm and thinking.