Relevant bibliographies by topics / Intercultural processes

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

Academic literature on the topic 'Intercultural processes'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Intercultural processes"

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RIVERS, DAMIAN J. "Intercultural processes in accented English." World Englishes 30, no. 3 (August 18, 2011): 375–91. http://dx.doi.org/10.1111/j.1467-971x.2011.01707.x.

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Egorova, Polina. "Intercultural features of cognitive processes." nauka.me, no. 4 (2020): 0. http://dx.doi.org/10.18254/s241328880013304-8.

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Chao, Melody M., and Franki Y. H. Kung. "An essentialism perspective on intercultural processes." Asian Journal of Social Psychology 18, no. 2 (September 18, 2014): 91–100. http://dx.doi.org/10.1111/ajsp.12089.

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Aliata, Soledad. "Schooling and identification processes in intercultural contexts." Praxis Educativa 24, no. 3 (September 2, 2020): 1–10. http://dx.doi.org/10.19137/praxiseducativa-2020-240304.

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Benazzi, João Renato De Souza Coelho. "Identidade, estilo de vida e consumo: uma análise conceitual de suas inter-relações a partir do multiculturalismo e da interculturalidade no campo de estudo da comunicação." Diálogo com a Economia Criativa 1, no. 1 (June 8, 2016): 47. http://dx.doi.org/10.22398/2525-2828.1147-59.

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Este ensaio discute as relações entre o conceito de identidade, sua expressão por meio de estilos de vida na contemporaneidade e impactos relevantes nos processos de comunicação intercultural. O foco da análise recaiu sobre do papel que processos de comunicação intercultural desempenham na construção das imagens sobre si e sobre os outros, do sujeito reflexivo, fragmentado, descentrado e marcado por seus estilos de vida. Explorouse também a perspectiva de análise de processos de comunicação multiculturais a partir da interculturalidade. Neste contexto, é importante pensar a comunicação intercultural a partir dos relacionamentos fluidos, do simbólico e do imaginário da recepção e não apenas da representação legitimadora de categorias tradicionais de análise. É uma perspectiva de reflexão que privilegia as características culturais do processo e que se mostra, a um só tempo, fragmentada, fluida e dinâmica. Identity, lifestyle and consumption: a conceptual analisys of their inter relationship within the context of multiculturalism and interculturality in communication studiesAbstractThis essay discusses the relationship between the concept of identity, its expression through lifestyles in the contemporanity and relevant impacts in intercultural communication processes. The analysis focuses on the role that intercultural communication processes play in the construction of images of ourselves and others, and on the contemporary subject, marked by his reflectiveness, fragmentation and by his lifestyle. It also analyses multicultural communication processes from an intercultural perspective. In this context, it is important to reflect on intercultural communication from its fluid relationships, from a symbolic viewpoint and from the imaginary perspective of reception, and not only from the legitimizing perspective and representation of traditional analytic categories. It is an analytical perspective that favors the cultural faces of the process and puts in evidence, at the same time, its fragmente , fluid and dynamic characteristics.
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Schröder, Ulrike. "Talking about intercultural experiences." Intercultural Pragmatics and Cultural Linguistics 7, no. 1 (July 8, 2020): 15–37. http://dx.doi.org/10.1075/ijolc.00025.sch.

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Abstract The aim of this paper is to ask how exchange students retrospectively co-construct their first ‘culture shock’ experiences on a verbal, vocal, and visual plane. The results show that the different co-occurring levels of communication in the talk of the students offer various insights into cognitive processes: (1) Metaphorical and metonymical gestures are frequently used to represent or compress cultural dimensions in moments of high involvement and emphatic speech style. (2) Such gestures are also often historically and culturally embedded and may additionally serve to gain laughter from the co-participants in order to exaggerate the effect of cultural confrontation, underpinned by the use of prosodic cues. (3) Other prosodic means such as creaky voice may be used as a metaphorical marker for distance and represent therefore another type of cultural shock marker. (4) A dynamic understanding of blending theory might be a tool for laying cognitive processes of intercultural experiences open for the researcher.
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Stolle-McAllister, John. "Intercultural Processes in Kichwa Governed Municipalities in Northern Ecuador." Journal of Intercultural Studies 34, no. 1 (February 2013): 1–17. http://dx.doi.org/10.1080/07256868.2013.751907.

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E. Jandt, Dolores V. Tanno, Fred. "Decoding Domination, Encoding Self-Determination: Intercultural Communication Research Processes." Howard Journal of Communications 12, no. 3 (July 2001): 119–35. http://dx.doi.org/10.1080/106461701753210411.

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Leupin, Rahel. "Making the Intercultural: The Rehearsal Processes of Gintersdorfer/Klassen." Contemporary Theatre Review 28, no. 4 (October 2, 2018): 504–21. http://dx.doi.org/10.1080/10486801.2018.1490730.

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Collard, John, and Ting Wang. "Leadership and Intercultural Dynamics." Journal of School Leadership 15, no. 2 (March 2005): 178–95. http://dx.doi.org/10.1177/105268460501500205.

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This article explores issues related to the delivery of leadership training courses by Western universities in developing nations. It argues that past theories, including cross-cultural perspectives, are too limited to comprehend the complexity of the processes involved. Instead it posits a more dynamic concept of intercultural understanding as an explanatory framework. It also argues that the pedagogy employed is a more powerful instrument of change than subject content. This is illustrated through analysis of responses from 52 participants in a leadership training program conducted in China in 2002.
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Dissertations / Theses on the topic "Intercultural processes"

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Davison, Susan Farmar Canney. "Intercultural processes in multinational teams." Thesis, London Business School (University of London), 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319367.

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Repana, Vasiliki. "Intercultural schooling in Greece : a study of schooling processes and teaching practices in four urban intercultural primary schools." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10020561/.

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This is a school based ethnographic style inquiry that took place in four intercultural primary schools in a major metropolitan area of Greece and extended over a period of a school year. Intercultural schools were introduced in Greece by Law in 1996 and that was the first official recognition of the educational needs of children coming from different cultural backgrounds. The overall aim of this thesis is to uncover teachers' beliefs and practices and explore by an in depth analysis, the everyday operation of intercultural schools in Greece by identifying both their explicit aims and hidden agendas in relation to the education of 'foreign' children. It aimed to unravel their everyday schooling processes and examine intercultural ideology in practice. The study used a mixture of qualitative methods that included observations, interviews with the head teachers, classroom and bilingual teachers and analysis of school based and educational policy documents. The findings suggest that the educational practices identified, treated the diversity of `foreign' children as an educational problem that hindered their progress and had to be altered in order to fit the school's culture and norms. As a result, 'foreign' children attended bilingual classes that focused mainly on the teaching of the Greek language and aimed to integrate them quickly into the mainstream classroom, in order to match the school's criteria of 'normality'. Children's previous educational experiences and cultural capital were neglected, as was their first language which was seen as a constraint to their integration in the mainstream classroom and, in effect, to Greek society more broadly. Overall the study suggests that intercultural schools, despite their rhetoric, still work within a monocultural and monolinguistic framework and act as sites for the reproduction of State ideology and culture. The study concludes by proposing a different model of education for all children, based on democratic values and citizenship education, aiming to prepare competent and active citizens with multiple identities to meet the challenges of the national, European and global context.
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Ferrin, Donald Lee. "Do as the Romans? : interpersonal influence processes in intercultural work relationships /." Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2000. http://www.lib.umn.edu/articles/proquest.phtml.

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Martins, Denise Andrade de Freitas. "Desvelando para ressignificar: processos educativos decorrentes de uma práxis musical dialógica intercultural." Universidade Federal de São Carlos, 2015. https://repositorio.ufscar.br/handle/ufscar/2363.

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Made available in DSpace on 2016-06-02T19:36:00Z (GMT). No. of bitstreams: 1 6684.pdf: 9087621 bytes, checksum: 7f00968e297c28a167ebf5043c19daba (MD5) Previous issue date: 2015-02-27
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The aim of this study was to identify and understand the educational processes originated from the construction-reconstruction of an intercultural dialogical musical practice together with a participating community (students, parents, educators) from an extension project, in the city of Ituiutaba, Minas Gerais, the Project Writing the Future (Re) cutting papera, creating pannels. This project, which involves three educational institutions: the University, Universidade do Estado de Minas Gerais, Unidade Ituiutaba, the Music School, Conservatório Estadual de Música Dr. José Zóccoli de Andrade , and the Basic Educational School, Escola Estadual Governador Bias Fortes, is understood as a social practice, given that everybody participates freely, being able to access or leave when they wish to do so. Based on the dialogue and marked by a strong sense of collaboration, companionship is a basic requirement for such practice. The processo of construction-reconstruction of the research had as reference the pedagogical principles of the Brazilian educator Paulo Freire and was composed of two moments: data collection (intervention procedures: questionnaires, interviews, meetings) and development (gatherings, partitura, travelling, performance) of the Generating Music, seen as the step by step of this process, based on the daily lives of the people involved their musical tastes, knowledge and skills. The theoretical reference was basically sustained mainly by the concepts of culture and interculturality. Inspire by phenomenology and of a qualitative nature, the principal tool for data collection was the field journals, with a later analysis, also interviews, photographs, film footages, drawings and texts written by the collaborating participants, term used in this research to refer to the students. The analysis of the data collected during the intervention and registered in the field journals enabled the construction of the following categories: A) Strengthening of the Identity: Oh my, he is strong, he is Zumbi, black warrior just like us! ; B) Respect towards others: I was feeling rather comfortable to play some music! ; C) Desire to become more: When this project started it changed my whole life! [...]. Now I can only do music! . Thus, we consider that practices in Musical Education demand, from those involved in it, commitment and responsability, permanent search of knowledge and skills, respect and acknowledgement of others. However, the process of teachers development, the stimulus of motivation with musical and personal development quality, the c reative and cooperative interaction in the familiarity of the different cultures, the guarantee of a musical education and teaching commited to the development of citizenship and the rights exercise, yet, present themselves as challenges to be face at present.
O objetivo deste estudo foi identificar e compreender os processos educativos decorrentes da construção-reconstrução de uma práxis musical dialógica intercultural junto à comunidade participante (estudantes, responsáveis, educadores/as) de um projeto de extensão, na cidade de Ituiutaba, Minas Gerais, o Projeto Escrevendo o Futuro (Re) cortando papéis, criando painéis. Esse projeto que envolve três instituições de ensino: a universidade, Universidade do Estado de Minas Gerais, Unidade Ituiutaba, a escola de música, Conservatório Estadual de Música Dr. José Zóccoli de Andrade , e a escola de educação básica, Escola Estadual Governador Bias Fortes é compreendido como sendo uma prática social, já que as pessoas participam por vontade e finalidades próprias, com liberdade de acesso e permanência. Com base no diálogo e marcada de forte espírito de co-laboração, a convivência é condição básica em práticas como essas. O processo de construção-reconstrução da pesquisa teve como referência os princípios pedagógicos do educador brasileiro Paulo Freire e constou de dois momentos: levantamento (procedimentos de intervenção: questionários, entrevistas, reuniões) e desenvolvimento (encontros, partitura, viagem, apresentação) da Música Geradora, compreendida como o passo a passo desse processo, com base no dia a dia das pessoas envolvidas seus gostos musicais, conhecimentos e habilidades. O referencial teórico se sustentou principalmente nos conceitos de cultura e interculturalidade. Com inspiração na Fenomenologia e de natureza qualitativa, o principal instrumento de coleta de dados foram os diários de campo, com posterior análise, além de entrevistas, fotos, filmagens, desenhos e textos escritos pelos/as participantes colaboradores/as, termo usado nesta pesquisa para se referir aos estudantes. A análise dos dados levantados na intervenção e registrados em diários de campo possibilitou a construção das seguintes categorias: A) Fortalecimento da Identidade: Nossa, ele é forte, é o Zumbi, guerreiro negro igual nóis! ; B) Respeito ao outro: Eu tava sentindo muito à vontade para tocar música! ; C) Desejo de ser mais: Quando esse projeto entrou, mudou a minha vida inteirinha [...]. Agora fiquei só nas música! . Dessa forma, consideramos que práticas em Educação Musical exigem, das pessoas envolvidas, compromisso e responsabilidade, busca permanente de conhecimentos e habilidades, respeito e reconhecimento do Outro. Entretanto, o processo de formação de professores/as, o estímulo à motivação com qualidade do desenvolvimento musical e pessoal, a interação criativa e cooperativa na convivência das diferentes culturas, a garantia de uma educação e um ensino de música comprometido com a formação para a cidadania e o exercício de direitos, ainda, se apresentam como desafios a serem enfrentados na atualidade.
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Padawer, Ana, and María Laura Diez. "Mobility and identification processes in indigenous and migrant children’s intercultural experiences of life in Argentina." Pontificia Universidad Católica del Perú, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/79244.

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Este trabajo aborda los procesos de identificación de niños indígenas y migrantes en Argentina, considerando la incidencia de los desplazamientos espaciales y las experiencias interculturales de vida. nos proponemos reflexionar acerca de cómo las identificaciones se vinculan con la movilidad de los niños y sus familias, a partir de dos investigaciones etnográficas sobre experiencias formativas de niños indígenas mbyà-guaraní de la provincia de misiones y migrantes de Bolivia en Buenos Aires.A partir de la reconstrucción de dos historias de vida, analizamos cómo los niños se integran en comunidades de práctica ligadas a la reproducción social en el contexto de desplazamientos, que implican experiencias distintivas en términos generacionales referidas a los procesos de escolarización, actividades productivas y dimensiones expresivas de la vida social. Las investigaciones realizadas nos permitieron advertir que los niños y niñas producen identificaciones en las que se tensionan visiones idealizadas de los territorios deorigen con procesos de transformación, dejando en evidencia las dinámicas intergeneracionales de definición de elementos demembresía de los que son parte activa.
In this paper we analyse migrants and indigenous ‘children identification processes in Argentina, considering the influence of special mobility and intercultural experiences of life in their sense of belonging. We consider how identifications and mobility by two ethnographic researches about formative experiences of mbyà- Guaraní children of misiones province and Bolivian migrants living in Buenos Aires.By two life stories, we analyse how children participate in communities of practice linked with social reproduction in contexts of mobility, which imply generation’s distinctive experiences referred to school, productive activities and expressive dimensions of social life. Our research shows the children are active producers of identifications where origin territories idealized images are stressed by transformation’s process, evidence of inter-generation’s dynamicsof membership’s definitions.
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Liu, Leigh Anne, Chei Hwee Chua, and Günter Stahl. "Quality of Communication Experience: Definition, Measurement, and Implications for Intercultural Negotiations." American Psychological Association, 2010. http://epub.wu.ac.at/3046/2/comm2010_JAP_final_28_Jan_2010_with_author_infox.pdf.

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In an increasingly globalized workplace, the ability to communicate effectively across cultures is critical. We propose that the quality of communication experienced by individuals plays a significant role in the outcomes of intercultural interactions, such as cross-border negotiations. In four studies, we developed and validated a multidimensional conceptualization of Quality of Communication Experience (QCE) and examined its consequences in intracultural versus intercultural business negotiation. We proposed and found three dimensions of QCE, namely Clarity, Responsiveness, and Comfort. Findings from intercultural and same-cultural negotiations supported the hypotheses that QCE is lower in intercultural than intracultural negotiation; and that a higher degree of QCE leads to better negotiation outcomes. Moreover, we found evidence that the beneficial effects of higher QCE on negotiation outcomes are more pronounced in intercultural than intracultural negotiation. We propose an agenda for future research and identify implications for practice.
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Vallazza, Oscar. "Processes of nurturing and maintenance of multicultural identity in the 21st century : A qualitative study of the experience of long-term transcultural sojourners." Thesis, Linköping University, Department of Behavioural Sciences and Learning, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-59533.

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In today’s world, exposure to other cultures has become a symbol of increasing globalization processes. Many people leave their home area to embark on a voyage of discovery and learning that affects their original cultural identity.

This study explores the life experience of independent transcultural sojourners, i.e. people who freely decide to relocate to different cultural contexts after their formative years. The inquiry covers three major themes of their intercultural experience: Multicultural identity, processes of intercultural adaptation, and change and transformation ensuing from multiple intercultural relocations. The aim of this study is to show the effects of multiple intercultural experiences on the identity of transcultural sojourners, and how they dealt with relevant emerging processes of intercultural adaptation.

Following a format suggested by Seidman (1996), five respondents were asked to recount and reflect on their transcultural experience in three separate, asynchronous interviews that covered three dimensions of their intercultural experience: past, present, and reflections. The ensuing text comprised about 16,000 words and was analyzed using both a narrative and a thematic approach using a mixed typology of categories and sub-themes made up of indigenous typology stemming from relevant scholarly literature and researcher-constructed typology suggested by the researcher and the respondents.

The analysis indicates that personal factors like mindfulness, motivation, resourcefulness, and intercultural awareness strongly influence processes of Intercultural communication competence and Multicultural identity development. Contextual factors are also relevant, as they include issues of avowed and ascribed identity. The analysis also shows no specific, generalizable link between the presence of intercultural stimuli in the original cultural milieus and the decision to relocate across cultural boundaries. Furthermore, it points to a strong relation between Piagetian constructivist learning theories and the development of ICC competence. The study also indicates that independent transcultural sojourners are in a position to negotiate the level of their integration and marginality, which in turn affects the spectrum of their Intercultural communication competence.

Finally, this study indicates the limited applicability of traditional functionalist approaches to understanding and conceptualizing processes of intercultural adaptation and multicultural identity building. It also suggests the need for a shift towards a dialogical perspective informed by systems-thinking and Chaos theory.


The author would like to acknowledge the inspiration and passion for intercultural issues provided over the years by the Intercultural Insights on-line community.Seattle, summer 2010.
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Cosentino, Leonardo Antonio Marui. "Nós versus eles, eles e elas: comparação intercultural e intersexual na detecção de coalizões e alianças." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/47/47132/tde-26052009-140148/.

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Duas visões diferentes podem ser identificadas na literatura sobre codificação de raça no processo de formação de primeiras impressões (categorização social): 1) A codificação de raça é um processo automático, inevitável e obrigatório; 2) é um processo dependente do contexto, que diminui com a explicitação de pistas visuais indicativas da afiliação a grupos, mostrando que a codificação de raça não é obrigatória. O objetivo da presente pesquisa foi: medir a codificação de coalizão e raça e seus efeitos na presença e ausência de pistas visuais de coalizão, confrontar o desempenho de uma amostra brasileira com uma amostra norte-americana e comparar os resultados de homens e mulheres. No primeiro estudo, foi usado o protocolo de confusão de memória, uma medida discreta para revelar quais dimensões os participantes estão categorizando dos indivíduos-alvo. Através deste protocolo, 569 participantes de sete estados brasileiros (BA, ES, MT, RJ, RN, SC, SP), 280 homens e 289 mulheres de 17 a 58 anos, foram expostos a uma situação experimental de rivalidade entre dois times em duas condições distintas: pista visual de coalizão presente (camisetas com cores diferentes para cada time) versus ausente (camisetas com cores iguais para os dois times). Foi encontrado que a codificação de coalizão aumentou e de raça diminuiu quando pistas visuais de coalizão foram amplificadas. Esses resultados são semelhantes aos obtidos na amostra norte-americana. Além disso, encontramos, de maneira geral, semelhança entre o desempenho de homens e mulheres, mas uma sutil diferença na condição onde todos os jogadores vestiam camisetas com cores iguais. Adicionalmente, foi realizado um estudo avaliando características atribuídas por juízes aos indivíduos-alvo do primeiro estudo. Verificamos que o indivíduo-alvo mais escolhido pelos homens no primeiro estudo foi julgado como o mais forte no segundo, enquanto o avaliado como mais rico e bem-sucedido tendeu a ser mais escolhido pelas mulheres quando todos os jogadores vestiam camisetas da mesma cor. Os resultados gerais sugerem a universalidade do mecanismo de detecção de coalizões e alianças, que codificação de raça pode ser um subproduto da psicologia da coalizão e que diferenças intersexuais na codificação de informações ambientais podem ter evoluído a partir de diferentes pressões evolutivas relacionadas às dinâmicas da seleção sexual.
Two different perspectives could be identified in literature about race encoding in the formation of first impressions (social categorization): 1) race encoding is an automatic, inevitable and mandatory process. 2) race encoding is a context-dependent process which decreases with the amplification of visual cues indicating group affiliation. The objective of this work was to measure the coalition and race codification and their effects in the presence and absence of coalition visual cues, to compare the results of the Brazilian sample with a North American sample, and to compare the results of men and women. In the first study, the memory confusion protocol - an unobtrusive measure developed to investigate how people use the features of others as a basis of social categorization - was used to assess encoding. 569 participants from seven different states (BA, ES, MT, RJ, RN, SC, SP), 280 males and 289 females, between 17 to 58 years old, were exposed to an experimental context of rivalry between two teams in two different conditions: shared visual appearance (each team wore jerseys of different colors) versus absence of shared visual appearance (all individuals were wearing jerseys of same color). We found that coalition encoding increased and race encoding decreased when visual cues of coalition were amplified, which implies that race encoding is not an inevitable and mandatory process. These results are generally similar with the North-American findings. Moreover, we found, in general, resemblance in men and women performances, but a slight difference in the conditions where all individuals were wearing jerseys of same color. Additionally, another study was conducted to assess features of the experimental models attributed by judges. We verified that the model chosen more by men was judged as the strongest, and the model tended to be chosen more by women was judged as the richest and well succeed, when all models were wearing jerseys of same color. The general results suggest the universality of the detecting alliance and coalitions mechanism; that the encoding by race could be a byproduct of coalitional psychology, and sexual difference in the codification of environmental informations could have evolved by sexual selection.
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Nascimento, Leandro Luis Santos e. "Etnia e coalizão: um estudo sobre categorização social em um contexto de conflito grupal." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/47/47132/tde-30112009-113837/.

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Para uma comparação intercultural das influências do contexto sobre a codificação de etnia, duas variações do Protocolo de Confusão de Memória (PCM) foram aplicadas em brasileiros. Ambas as variações consistem em uma exibição de slides de uma discussão entre duas equipes esportivas rivais, com membros negros e brancos em ambos os times, em duas condições: Controle (times com roupas de cores idênticas) e Experimental (times com roupas de cores distintas). As variações são: Traduzida, com fotos de jogadores de basquete usadas no experimento original e diálogo traduzido; e Adaptada, com fotos de brasileiros com camisetas de futebol e com o diálogo reelaborado visando consistência com o esporte. O estudo foi dividido em três fases: (I) exposição de 84 participantes, do estado de São Paulo ao PCM Traduzido (II) exposição de 569 participantes em sete estados brasileiros (BA, ES, MT, RJ, RN, SC, SP) ao PCM Traduzido (III) exposição de 77 participantes do estado de São Paulo ao PCM Adaptado. Na Fase I, a codificação etnia acompanhou o aumento da intensidade da codificação de coalizão (condição experimental), em contraposição ao experimento original (Kurzban et al., 2001). Na Fase II, a codificação de etnia diminuiu de intensidade quando a codificação de coalizão aumentou, em taxa similar à da aplicação original, mas a codificação de coalizão manteve taxa mais baixa, em ambas as condições, em relação aos dados originais. Na Fase III os resultados em ambas as dimensões foram análogos aos da aplicação original. O conjunto de dados reforça a teoria da universalidade do módulo de codificação de coalizão e que a codificação de etnia seja subproduto deste. Também refletem a importância de uma adaptação cuidadosa em estudos interculturais.
For a cross-cultural comparison of context influences in ethnicity encoding, two variations of the Memory Confusion Protocol (MCP) were applied on Brazilians. Both variations consist in a slide-show exposition of a discussion between two rival teams, with black and white players on both sides, in two forms: Control (teams with identical grey colour) and Experimental (teams with different colours). The two variations were: Translated Only, with photographs of basketball players used in the original experiment, and the respective translated dialog; and Adapted, with photographs of Brazilian models with soccer uniforms and a re-elaborated dialog, more fitting to this sport. The research was divided, then, in three different phases: (I) a 84 participants experiment with the Translated MCP, in the state of São Paulo (II) a 569 participants experiment with the Translated MCP, in seven different Brazilian states (BA, ES, MT, RJ, RN, SC, SP); and (III) a 77 participants experiment with the Adapted MCP, in the state of São Paulo. In Phase I, the ethnicity encoding, contrary to the original experiment (Kurzban et al., 2001), accompanied the intensity grown of the coalition encoding. In Phase II ethnicity encoding lowered in intensity during a the raise of intensity of coalition encoding, but coalition encoding kept a lower intensity, in both conditions, if compared to the original experiment coalition encoding rates. In Phase III, the results of both dimensions are analogue to those of the Kurzban et al., 2001 experiment. The data obtained strengthens the theory of a universal coalition encoding module, and encoding ethnicity as a byproduct of it. The data also reveals the importance of a carefully planned adaptation in order to run cross-cultural studies.
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Parker, Alan. "Towards heterogeneous faith communities : understanding transitional processes in Seventh-day Adventist Churches in South Africa." Thesis, Stellenbosch : University of Stellenbosch, 2004. http://hdl.handle.net/10019.1/5493.

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Thesis (DTh (Practical Theology and Missiology))--University of Stellenbosch, 2004.
ENGLISH ABSTRACT: This dissertation examines racial transition toward heterogeneity in three Seventh-day Adventist congregations in South Africa. This dissertation aims to uncover social factors involved in this change as well as to set forth a theological direction with application to the local faith community. The first section examines recent studies and literature on multiracial congregations, indicating a possible breakdown between theory and practice. Using insights from Kuhn, Gadamer, Habermas, and Geertz, a critical correlational approach is proposed using narrative, community-based praxis, dialectical thinking, and eschatological vision. The theological methods of Groome and Browning are combined to suggest a four-phase approach to practical theological research. The second section undertakes an ethnographic study of three Seventh-day Adventist congregations on the outskirts of Durban, Cape Town and Johannesburg. Congregations are examined through the fourfold lens of history, identity, process and program. All three congregations are then compared and analysed from both an etic and emic perspective. Differences between various racial groups are examined and congregational challenges and resources identified. It is shown that while positive racial attitudes exist, underlying black distrust, white fears and other reconciliation issues need to be addressed. Common challenges include continuing racial change, mission and identity issues, evangelism issues, leadership issues and worship issues. Helpful resources in the congregations include an accepting culture, a common language, strong leadership, members with previous multicultural experience and an attractive worship service. Cultural adaptation is analysed through a psychological model ('W-Model') and a congregational model, both of which indicated tensions between assimilationist and integrationist patterns. The third section critiques the sociological approach through a theological hermeneutic. Hospitality to the stranger is proposed as an alternative narrative for handling transition to diversity, and is compared with existing narratives of difference and unity. The witness of Scripture shows both the need to embrace otherness as well as how central hospitality is to God‘s mode of interaction with His created order. The implications of this embrace are explored in terms of other theological models of identity and otherness, reconciliation, the missio Dei and the kingdom of God. In the final section a model of showing hospitality to the stranger is examined in terms of the following movements: (a) the invitation or welcome, (b) providing the gift, (c) feasting at the table, (d) sharing stories, (e) providing a room, and (f) becoming part of the household. The goal is to show how to grow in intimacy without destroying identity. Tensions in the practice of hospitality to the stranger are examined: risk is balanced against opportunity, identity against otherness; boundaries are worked out in a context of sacrifice. Nevertheless, in spite of these paradoxical tensions, it is seen that in this narrative there is potential for bringing diverse communities together based on an ethic of self-giving and mutual acceptance.
AFRIKAANSE OPSOMMING: Hierdie proefskrif ondersoek die transformasieproses van homogene na heterogene gemeentes ten opsigte van ras in drie Sewendedag Adventiste gemeentes in Suid-Afrika. Die tesis beoog om sosiale faktore wat die transformasieproses beïnvloed te bespreek sowel as om in die verband teologies rigting te gee aan plaaslike geloofsgemeenskappe. Die eerste afdeling ondersoek onlangse studies en literatuur in verband met veelrassige gemeentes en toon 'n moontlike uiteensetting van teorie en praktyk. Deur gebruik te maak van die insig van Kuhn, Gadamer, Habermas, en Geertz word 'n kritiese korrelatiewe benadering voorgestel wat gebruik maak van narratiewe, gemeenskap gebaseerde praxis, dialektiese denke, en eskatologiese visie. Die teologiese metodes van Groome en Browning word gekombineer ten einde 'n vier-fase benadering tot praktiese teologiese navorsing voor te stel. Die tweede afdeling onderneem 'n etnografiese studie van drie Sewendedag Adventiste gemeentes aan die buitewyke van Durban, Kaapstad en Johannesburg. Gemeentes word bestudeer onder die viervoudige lens van geskiedenis, identiteit, proses en program. Al drie die gemeentes word dan vergelyk en ontleed van beide 'n lokale en globale (etic en emic) perspektief. Verskille tussen rasse word ondersoek en gemeenskaplike uitdagings en hulpbronne word geïdentifiseer. Hierdie ondersoek toon aan dat alhoewel positiewe rassehoudings bestaan, onderliggende Swart wantroue, Blanke vrese en ander versoeningskwessies aangespreek behoort te word. Algemene uitdagings sluit die hantering van voordurende verandering, missie- en identiteitsproblematiek, evangelisasie problematiek, leierskap problematiek en aanbiddingsproblematiek in. Nuttige benaderings tot die problematiek behels 'n kultuur van aanvaarding, gemeenskaplike taal, sterk leierskap, lidmate met multikulturele ervaring en besielende eredienste. Kulturele aanpassing word ontleed met behulp van 'n sielkundige model ('W-Model') en 'n gemeentelike model. Beide modelle toon spanning tussen assimilasie- en integrasiepatrone. Die derde afdeling kritiseer die sosiologiese benadering deur middel van 'n teologiese hermeneutiek. Gasvryheid teenoor die vreemdeling word voorgestel as 'n alternatiewe narratief in die plek van bestaande narratiewe van verskil en eenheid om die transisie na diversiteit te verwerk. Die getuienis van die Skrif wys op die noodsaaklikheid om die verskille tussen mense te versoen binne die konteks van God se 'gasvryheid' wat sentraal staan in Sy interaksie met Sy skepping. Die implikasies van hierdie versoening word ondersoek in terme van die aanvullende teologiese modelle van identiteit en andersheid, versoening, die missio Dei en die koninkryk van God. In die laaste afdeling word 'n model van gasvryheid teenoor die vreemdeling ondersoek in terme van die volgende bewegings: (a) uitnodiging of verwelkoming, (b) bereidheid tot opoffering, (c) viering rondom die tafel, (d) deel van verhale, (e) verskaffing van eie ruimtes, f) eenwording van die huishouding. Die doel is om aan te toon hoe om in intimiteit te groei sonder om identiteit prys te gee. Spanning in die praktiese beoefening van gasvryheid teenoor die vreemdeling word ondersoek: risiko moet gebalanseer word met geleentheid, identiteit met verskil en grense word in die konteks van opoffering uitgewerk. Ten spyte van hierdie paradoksale spannings, het die narratief van die vreemdeling en gasvryheid die potensiaal is om diverse gemeenskappe bymekaar te bring deur middel van 'n etiek van opofferende en gemeenskaplike aanvaarding.
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Books on the topic "Intercultural processes"

1

Lauring, Jakob. Group processes in ethnically diverse organizations: Language and intercultural learning. New York: Nova Science Publishers, 2010.

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Robinson, Gail L. Crosscultural understanding: Processes and approaches for foreign language, English as a second language, and bilingual educators. New York: Pergamon Press, 1985.

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Plant scale and manufacturing policies for peripheral regions: An intercultural analysis of Israel, Brazil, and Belgium. Aldershot, Hants, England: Avebury, 1989.

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Sazonov, Vladimir. Cultural Crossroads in the Middle East: The Historical, Cultural and Political Legacy of Intercultural Dialogue and Conflict from the Ancient Near East to the Present Day. Tartu: University of Tartu Press, 2019.

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Junyent, M. Carme. Transferències: La manifestació dels processos extralingüístics en les llengües del món. Vic: Eumo Editorial, 2009.

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Goyhman, Oskar, Lyubov' Goncharova, Alla Larionova, Nikolay Kargin, Igor' Klyukanov, Nur Ahmet Dosmuhamet, Irina Privalova, et al. Social and identification status of communication studies. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1111369.

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The collective monograph is devoted to interdisciplinary problems of communication in a modern multimodal society. A number of aspects outlining the status of communication studies as a scientific, practical and social phenomenon are discussed. The authors ask questions about the influence of digitalization on interpersonal and intercultural communication in the modern world, consider the philosophical and cultural meanings of the communicative self-identity of peoples from the positions of national and state ideologies, touch upon the problems of communication in various spheres and discourses: professional, media, political, scientific, educational and social. The monograph also touches on the linguo-axiological, image and linguistic-cultural aspects of communicative processes. The study consists of seven chapters that reveal the authors ' views on the current state and prospects for the development of communicative science and humanities in general. It is addressed to representatives of the scientific community - scientists, graduate students, undergraduates, as well as anyone interested in the issues of communication studies as an important and complex social phenomenon.
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Hogan, Christine. Facilitating Multicultural Groups. London: Kogan Page Publishers, 2007.

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Notarstefano, Cosimo. Le processus de Barcelone: Du partenariat euro-méditarranéen au dialogue interculturel : analyse juridique en droit de l'Union européenne. Bari: Cacucci, 2009.

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Dmitrenko, Tat'yana. Modern technologies of teaching a foreign language in the higher education system. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1819197.

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The textbook is devoted to the consideration of modern technologies of teaching foreign languages in the conditions of updating language education in higher education. The article presents modern innovative technologies of teaching foreign languages that contribute to the intensification of the educational process and the activation of educational activities in foreign language classes. It is recommended for students studying for a master's degree — future specialists in the field of intercultural communications.
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Rania, Nadia, and Laura Migliorini. Intercultural Relations and Migration Processes. Nova Science Publishers, Incorporated, 2017.

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Book chapters on the topic "Intercultural processes"

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Dauber, Daniel. "Timing of Communication in Organizational Culture Change Processes: The Case of a Domestic Acquisition." In International Management and Intercultural Communication, 1–22. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1007/978-1-137-47991-4_1.

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Spieß, Erika. "Interpersonal Networks in Foreign Assignments and Intercultural Learning Processes." In Knowledge and Space, 53–66. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-45023-0_3.

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Cortassa, Carina G. "Epistemic Interactions Within and Outside Scientific Communities: Different or Analogous Processes?" In Intercultural Communication and Science and Technology Studies, 125–45. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58365-5_6.

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Brummernhenrich, Benjamin, Michael J. Baker, Lucas M. Bietti, Françoise Détienne, and Regina Jucks. "Being (Un)safe Together: Student Group Dynamics, Facework and Argumentation." In Dialogue for Intercultural Understanding, 119–34. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71778-0_9.

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AbstractSmall group work offers the opportunity for students to engage in many-sided discussions. Students can learn how to argue standpoints and develop argumentative competence (i.e. learning to argue) but may also, by using argumentative structures, learn about and tease apart relevant facets of the topic at hand (i.e. arguing to learn). Although these processes can be beneficial for both arguing to learn as well as learning to argue, their success is predicated on the characteristics of the group enacting them. Discussions happen in a social, interpersonal context. Especially in small group collaborative learning, the social relationships between students should have a stronger and more direct impact on the form and content of their contributions than in more direct, teacher-led instruction. In this chapter, we will seek to specify the relations between cognitive and social aspects of collaborative argumentation and illustrate them with an example from the DIALLS lesson recordings.
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Patino Sánchez, Marisol. "Intercultural and Decolonial Processes: New Challenges for Theory and Practice of Social Work." In Soziale Vielfalt, 77–85. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-21090-8_8.

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Toepfer, Regina, Peter Burschel, and Jörg Wesche. "Introduction*." In Übersetzungskulturen der Frühen Neuzeit, 29–55. Berlin, Heidelberg: Springer Berlin Heidelberg, 2021. http://dx.doi.org/10.1007/978-3-662-62562-0_2.

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AbstractThe introduction offers insights into the praxeological approach of the SPP 2130 “Early Modern Translation Cultures”. Translation is considered a central and ubiquitous cultural technique of the Early Modern period, and one that contributed decisively to shaping that epoch. The SPP 2130 takes current translation studies theories as its point of departure, historicizes them, and applies them to Early Modern translation phenomena. It combines philological, anthropological, and societal translation concepts to develop a definition of translation that lends itself well to an interdisciplinary approach and provides a workable basis not only for the study of languages and literatures, but also for the scholarly investigation of images, music, and history. The graduated conception of translation makes it possible to take widely differing translation methods and practices into account and to examine not only inter- and intralingual translations but also intermedial, intercultural, and performative translation processes.
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Bietti, Lucas M., Ben Zion Slakmon, Michael J. Baker, Françoise Détienne, Stéphane Safin, and Baruch B. Schwarz. "The DIALLS Platform: Supporting Cultural Literacy and Understanding of European Values Over the Internet." In Dialogue for Intercultural Understanding, 87–101. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71778-0_7.

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AbstractIn this chapter we present the process of designing and developing a novel online platform for supporting cultural literacy learning, involving the elaboration and understanding of European values in collaborative dialogue between students, with teacher-led reflection on wordless texts. Wordless texts are books or videos that comprise sequences of pictures which stimulate student readers to reconstruct the attendant narratives (see Chapters 10.1007/978-3-030-71778-0_5 and 10.1007/978-3-030-71778-0_6, this volume). The narratives in question, available publicly, are designed to stimulate discussions relating to European values, notably tolerance, empathy and inclusion (Lähdesmäki et al. in Intercultural dialogue in European education policies: A conceptual approach. Palgrave Macmillan, New York, 2020). The main questions for platform design were therefore how to facilitate productive discussions involving European values, on or around such wordless texts, and to structure such discussions in a way that is closely anchored in the texts.
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Lähdesmäki, Tuuli, and Aino-Kaisa Koistinen. "Explorations of Linkages Between Intercultural Dialogue, Art, and Empathy." In Dialogue for Intercultural Understanding, 45–58. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71778-0_4.

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AbstractIn the 2000s, European societies have transformed quickly due to the networked global economy, deepening a European integration process, forced and voluntary movement of people to and within Europe, and influence of social media on culture, communication, and society. Europe has become an increasingly diverse and pluricultural continent where many people simultaneously identify with multiple different cultural and social groups. In such “super-diversified” (Vertovec in New complexities of cohesion in Britain: Super-diversity, transnationalism and civil-integration, Communities and Local Government Publications, Wetherby, 2007) European societies diversity itself is broad, multidimensional, and fluid (Vertovec in New complexities of cohesion in Britain: Super-diversity, transnationalism and civil-integration, Communities and Local Government Publications, Wetherby, 2007; Blommaert and Rampton in Language and Superdiversity. Diversities 13(2):1–21, 2011). Different social locations and identities intersect within them—whether cultural, ethnic, national, social, religious, or linguistic. At the same time, however, European societies have faced the rise of diverse populist and radical right-wing movements promoting profoundly monoculturalist views and cultural purism. What are the means to confront this polarization of views and attitudes in Europe?
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Rodosthenous-Balafa, Marina, Maria Chatzianastasi, and Agni Stylianou-Georgiou. "Creative Ways to Approach the Theme of Cultural Diversity in Wordless Picturebooks Through Visual Reading and Thinking." In Dialogue for Intercultural Understanding, 73–86. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71778-0_6.

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AbstractCultural diversity, as one of the most important characteristics of European community in the framework of the DIALLS project (see Chapter 10.1007/978-3-030-71778-0_1 for overview), is integral to notions of cultural identity and cultural literacy. The acknowledgement of identity formation as an ongoing, dynamic process through interaction rather than a pre‐conceived characteristic arises as an imperative need, in order to encourage democracy to thrive through constructive confrontation and integration (Rapanta et al. in The Curriculum Journal, 2020). According to Bland, picturebooks that authentically reflect cultural diversity can move even young readers towards “flexibility of perspective” (CLELE Journal, 4(2):45, 2016). Bishop (Perspectives: Choosing and Using Books for the Classroom, 6(3):ix–xi, 1990) highlights the need for young readers to recognise themselves in books they read, learn about the lives of other people, and be able to cross between groups and worlds. However, reading wordless picturebooks can be a challenging task, because of the ambiguity and open nature of their visually rendered narratives. The affordances of wordless picturebooks and the challenges embedded in their reading are discussed by the authors in Chapter 10.1007/978-3-030-71778-0_5 of this volume. This chapter presents several creative ways to analyze and approach the theme of cultural diversity in class, through various disciplinary lenses and methodological approaches.
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"Processes in Intercultural Interaction." In Culturally Speaking Second Edition. Continuum International Publishing Group, 2000. http://dx.doi.org/10.5040/9781350934085.part-003.

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Conference papers on the topic "Intercultural processes"

1

Kononov, Leonid A., and Irina Yu Glinskaya. "INTERCULTURAL COMMUNICATIONS IN MIGRATION PROCESSES: PROBLEMS AND SOLUTIONS." In FUNCTIONAL ASPECTS OF INTERCULTURAL COMMUNICATION. TRANSLATION AND INTERPRETING ISSUES. Peoples' Friendship University of Russia, 2019. http://dx.doi.org/10.22363/2712-7974-2019-6-47-57.

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Verizhenko, D. I., O. R. Gnativ, and M. V. Goncharenko. "Intercultural communication in the condition of modern globalization processes." In CHALLENGES OF PHILOLOGICAL SCIENCES, INTERCULTURAL COMMUNICATION AND TRANSLATION STUDIES IN UKRAINE AND EU COUNTRIES. Baltija Publishing, 2020. http://dx.doi.org/10.30525/978-9934-588-90-7-73.

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Abdullah, Nur Nabilah, and Rafidah Sahar. "Exploring Intercultural Interaction: The Use of Semiotic Resources in Meaning-Making Processes." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.10-3.

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Intercultural communication refers to interaction between speakers of different backgrounds, such as different linguistic and cultural origins (Kim 2001). Interaction in face-to face situations has demonstrated that spoken language involves both verbal and semiotic resources for social action. Semiotic resources that include use of talk, gestures, eye gaze and other nonverbal cues can convey semantic content and can become a crucial point in conversation (Hazel et al. 2014). Drawing on a Aonversation Analysis (CA) approach, we explore how participants employed semiotic resources in word searches activities in an intercultural context. Word searches are moments in interaction when a speaker’s turn is temporarily ceased as the speaker displays difficulty in searching for appropriate linguistic items so as to formulate the talk (Schegloff et al. 1977; Kurhila 2006). In this study, naturally occurring interactions in a multilingual setting were video recorded. The participants were Asian university students with different language backgrounds. The findings suggest that multilingual participants mutually collaborate by utilizing verbal affordances, gaze, gesture and other nonverbal cues as useful semiotic resources in the meaning-making process, and thus resolving word search impediments to facilitate intercultural interaction.
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Oseledchik, Mikhail, Marina Ivleva, and Vitaly Ivlev. "A New Paradigm for Analysing Knowledge Transfer Processes." In 4th International Conference on Education, Language, Art and Intercultural Communication (ICELAIC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-17.2017.177.

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Murdoch-Kitt, Kelly, Denielle J. Emans, and Bruna Oewel. "Designing Six Dimensions of Intercultural Teamwork: A next-gen challenge in co-creation processes." In Design Research Society Conference 2020. Design Research Society, 2020. http://dx.doi.org/10.21606/drs.2020.398.

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Augustinaitis, Arunas. "lnfotainment:Cultural Hypertext Of Double Virtuality." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2354.

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The main question of this analysis is a character of mechanism of increasingly netted culture as an intercultural communication context. The shift of culture is related with tendencies of post-modernity and globalization. In fact the contemporary culture is lying on another paradigm, which has a different structure and consecution from traditional culture.” Double virtuality” and infotainment are the hegemonic characteristics of current cross-cultural communicating. The netted culture implies new forms of information representations and dynamic orientations of intercultural actions. There are the consequences of trans-informationality and cultural diffusion, which are internal processes of postmodern culture. We assume the radical transformation of idiosyncrasy of intercultural communication.
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Nguyen, Duyen T., and Susan R. Fussell. "Effect of message content on communication processes in intercultural and same-culture instant messaging conversations." In the 2013 conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2441776.2441782.

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Múnera, Carlos Alberto Areiza. "Virtual Classrooms As Pedagogical Mediation In Teaching-Learning Processes." In EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.125.

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Robles, Adrián Segura. "Portable Tutor: Whatsapp In Nursing Students’ Internship And Final Degree Project Processes." In EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.105.

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Aleandri, Gabriella, and Fernando Battista. "Arts-therapy as innovative educational strategy for embodied narrative, lifelong learning and inclusion." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12959.

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Art, artistic expression and arts-therapy can be an opportunity to the pedagogy need to develop effective, innovative and avant-garde visions and strategies on issues considered crucial for cohesion and inclusion, in particular regarding migration issue. Dance-movement-therapy is central to this project which is configured as art-based research in the educational / intercultural field. It is a political-pedagogical project starting within the school context to open up to the territory. The research question therefore aims to verify whether art-therapy can create inclusive and intercultural environments, integrate with autobiographical methods through embodied narratives and stimulate self-awareness and lifelong learning. Main aims are: analyzing ways of inclusion, making significant and transformative changes to growth processes, modifying prejudices and stereotypes. The research, moving within the theoretical and methodological framework of the research-intervention, followed a mixed method preserving its qualitative nature, following the phenomenological and hermeneutic approach and, at the same time, using a questionnaire (Pettigrew, Meertens, 1995), which characterized the quantitative part. Among the main results, the discovery of feeling directed towards new perspectives from which to look at the world, more aware and proactive, emerged. Results have strengthened the choice of adopting a such innovative integrated educational strategy for inclusion and lifelong learning.
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Reports on the topic "Intercultural processes"

1

Mitarai, Shoji. A historical analysis of the traditional Japanese decision-making process in contrast with the U.S. system and implications for intercultural deliberations. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2358.

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