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Dissertations / Theses on the topic 'Intercultural studies'
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Rughani, Pratap. "Towards intercultural documentary." Thesis, University of the Arts London, 2014. http://ualresearchonline.arts.ac.uk/7082/.
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‘Towards Intercultural Documentary’ is a PhD by Published Work that is comprised of four documentary films, an exhibition catalogue essay and an academic book chapter to form a collective body of work in film and text focused on what Rughani proposes as ‘intercultural documentary practice’. This body of work configures ‘intercultural documentary practice’ as a space or arena in which people of radically different perspectives encounter the other.1 Intercultural documentary aspires to create pluralised spaces of exchange by engaging difference within and between communities. In this work, voices traditionally overlooked, excluded or edged to the cultural margins are re-framed to find a new centrality in a broader encounter, more accurately reflecting the diverse influences that comprise polyglot societies. In the United Kingdom (UK) context, three submitted films, broadcast to peak-time audiences on BBC 2 and Channel 4, stood in contradistinction to mainstream narratives that typically portrayed British experience as largely monocultural and homogeneous. The contribution to knowledge of this thesis is in deepening and extending the dynamics of documentary practice to embrace intercultural communication and to weld this to the ethics of documentary making. In so doing, this body of work situates ethics as central to the documentary encounter and offers new practice-based insights into navigating tensions in the process of making such work and its methodologies. ‘Towards Intercultural Documentary’ presents a case for the coherence of the body of work that makes a contribution to knowledge at the inter-disciplinary confluence of: documentary studies and practice, ethics and intercultural communication. The submission comprises: Islam and the Temple of’ ‘Ilm’ (BBC 2, 1990); One of the Family (Channel 4, 2000); Playing Model Soldiers (Channel 4, 2000); Glass Houses (British Council, 2004); the exhibition catalogue essay British Homeland in Home (British Council, 2004) and the book chapter ‘Are You a Vulture? Reflecting on the ethics and aesthetics of coverage of atrocity and its aftermath, in Peace Journalism (Peter Lang, 2010).
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Desai, Deven, and Franck Garozzo. "Intercultural Management: Morocco and India." Thesis, Linköpings universitet, Företagsekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-70377.
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In the new generation of the world “the world is flat” (Friedman), companies are going into new markets or are already in a foreign market. A major issue when youhave activities in a foreign market is the intercultural management. A lot of theories were developed around this topic to help companies to handle the problem that occurs when management fails to understand the incoming nation’s culture. The aim of this study is to apply these theories to a practical and specific case. The two mains areas explored, through the theories we choose to focus on, are: Culture and Leadership. We choose to follow a deductive process using two research designs: the case study design and the comparative design. Our data was principally collected through our survey available athttp://bachelorthesis.weebly.com/. That is what was considered as primary data. We also used secondary data that was already collected by Geert Hofstede and is available on his websitehttp://www.geert-hofstede.com/. Through this study we want to show the relation between culture and leadership by answering the following questions: -How can companies benefit by having leaders who understand properly the aspects of intercultural management? -We will discuss the methods that managers use to deal with different external cultures, preserve the internal corporate culture and maintain a stable work environment. -What are the limitations of the use of these tools?
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Herzfeldt, Regina H. "Intercultural training for international placements." Thesis, Aston University, 2007. http://publications.aston.ac.uk/10907/.
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Despite its increasing popularity, much intercultural training is not developed with the same level of rigour as training in other areas. Further, research on intercultural training has brought inconsistent results about the effectiveness of such training. This PhD thesis develops a rigorous model of intercultural training and applies it to the preparation of British students going on work/study placements in France and Germany. It investigates the reasons for inconsistent training success by looking at the cognitive learning processes in intercultural training, relating them to training goals, and by examining the short- and long-term transfer of intercultural training into real-life encounters with people from other cultures. Two cognitive trainings based on critical incidents were designed for online delivery. The training content relied on cultural practice dimensions from the GWBE study (House, Hanges, Javidan, Dorfman & Gupta, 2004). Of the two trainings, the 'singlemode training' aimed to develop declarative knowledge, which is necessary to analyse and understand other cultures. The 'concurrent training' aimed to develop declarative and procedural knowledge, which is needed to develop skills for dealing with difficult situations in a culturally appropriate way. Participants (N-48) were randomly assigned to one of the two training conditions. Declarative learning appeared as a process of steady knowledge increase, while procedural learning involved cognitive re-categorisation rather than knowledge increase. In a negotiation role play with host-country nationals directly after the online training, participants of the concurrent training exhibited a more initiative negotiation style than participants of the single-mode training. Comparing cultural adjustment and performance of training participants during their time abroad with an untrained control group, participants of the concurrent training showed the qualitatively best development in adjustment and performance. Besides intercultural training, multicultural personality traits were assessed and proved to be a powerful predictor of adjustment and, indirectly, of performance abroad.
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Gwatirisa, Ruvimbo Valerie. "Intercultural learning and community mobilisation within eMzantsi." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/10513.
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Includes bibliographical references.This dissertation is a study of intercultural learning and community mobilisation within eMzantsi, an organisation that seeks to bring together previously segregated communities in the Southern Peninsula, Cape Town, Western Cape, South Africa, through various artistic activities and programmes. The programmes all culminate in a Carnival, which has occurred annually since 2005. This dissertation seeks to show how, if at all, eMzantsi is serving as a site for intercultural learning within the communities and how, if at all, it is promoting community mobilisation. In order to conduct this study, I interviewed key leaders in the organisation. I also did a document review of the current thinking on intercultural communication research in South Africa, with reference to the Southern Peninsula in the Western Cape. The study deals with the perceptions that key participants in eMzantsi have of the communities they work with and the possibilities they foresee for mobilisation and intercultural learning. This is linked to their perceptions of South African identities. Intercultural communication was an all-encompassing theme that brought to the fore varied dynamics of culture, communication and power that in turn led to the different ways in which eMzantsi staff mobilised community based organisations. These core themes underlie the main findings of the project. The dissertation findings are discussed in several categories, based on the perceptions of black, coloured, and white communities in the Southern Peninsula. These categories include the positionality of the members being interviewed, the concept of intercultural learning, what draws people in to the project, who is excluded from the project, challenges that have been faced over the years, the successes of the programme, the importance of community support, and lastly, ideas and recommendations for the project with a special focus on intercultural learning. These different aspects of the dissertation reveal that there are differing dynamics in intercultural acceptance and engagement within the communities of the Southern Peninsula. The research also shows that there are different ways of learning culture, and that culture in itself, is not static.
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Guertin, Caroline Aki Matsushita. "Suzuki Tadashi's Intercultural Adaptations." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32872.
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Contemporary theatre is increasingly visual, an aesthetic shift that has been analyzed in, among others, Hans-Thies Lehmann’s influential Postdramatic Theatre. This shift is apparent in Japanese director Tadashi Suzuki’s intercultural adaptations, which adapt plays of the Western repertoire for contemporary Japanese and international audiences in a style that is richly and evocatively visual. Notions drawn from postdramatic theatre, metatheatre and postcolonial theories are applied as framing devices to uncover the deep cultural and theatrical significance of Suzuki’s adaptive work.
My approach to analyzing the three case studies: Suzuki’s King Lear, The Trojan Women, and Cyrano de Bergerac takes a more globalized view of theatrical adaptations that acknowledges the visual turn of contemporary theatre and contributes to the fields of intercultural performance studies and adaptation studies by expanding the notion of interculturalism beyond the limits imposed by current Western analytical perspectives.
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Al, Saideen Bassam M. "Translating Intertextuality as Intercultural Communication| A Case Study." Thesis, State University of New York at Binghamton, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10929286.
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Intertextuality refers to the textual space where texts intersect and new (hyper)texts emerge. It is the shaping of a text’s meaning by other (inter)texts present in it. As a literary device taking forms like allusion, quotation, pastiche, translation, etc., it depends on the presupposition of the presence of intertexts (or hypotexts) in (hyper)texts and on the reader’s recognition of such presence. For the recognition of intertexts, authors usually rely on shared cultural knowledge with the reader. The presence of intertexts in a text can either open it to interpretations or direct the reader towards a one in particular. If such recognition can possibly be missed intraculturally, the possibility is doubled when the reading is intercultural, as in translation. To minimize the loss of the intertextual context of the source text (ST), translators adopt certain translation strategies (such as analogous intertexts, paratextual devices, and exegetical translation) that ensure such context is relayed into the target text (TT) and recognized by the target reader. While the semantic equivalence can neutralize the linguistic difference, relaying the intertextual relations in the ST remains the daunting problem encountered by the translator.
I argue in this dissertation that intertexts, particularly Quranic references, in the Arabic novel are a source of semantic density and pose a considerable challenge to the translator. Since semantic equivalence alone does not guarantee that the ST intertextual relations are maintained in the TT, a synthesis of other translation strategies is required to relay the ST intertextual relation into the TT. Drawing on Kristeva’s (1986) ‘vertical intertextuality,’ Fairclough’s ‘manifest intertextuality’ (Momani et al., 2010), Derrida’s ‘iterability’ and ‘citationality’ (Alfaro, 1996), Bakhtin’s ‘reaccentuation’ or ‘double-voicing’ (Kristeva, 1986), I opted for paratextual devices to ensure that the TT reader will capture those relations. Bracketed explanations were used extremely economically to avoid producing an enlarged translation.
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Guo, Yuanyuan. "Intercultural Business Communication- A Comparison of China and Sweden." Thesis, Uppsala universitet, Teologiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-329050.
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Cutugno, Carmela <1985>. "Intercultural Performance and Dialogue. From Richard Schechner Performance Studies Onwards." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2014. http://amsdottorato.unibo.it/6607/.
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Attraverso un excursus storico, teorico e metodologico, questa tesi di dottorato analizza la nascita, gli sviluppi e l’attuale dimensione costitutivo-identitaria dei Performance Studies, un ambito di ricerca accademica che, nato negli Stati Uniti alla fine degli anni Settanta, ha sempre palesato una natura restia nei confronti di qualunque tentativo definitorio. Se i Performance Studies concepiscono la performance sia come oggetto d’analisi sia come lente metodologica, e se, come evidenziato da Richard Schechner, praticamente tutto può essere “elevato a performance” e quindi indagato secondo le categorie analitiche di questa disciplina, ecco allora che, con uno slittamento transitivo e “meta-metodologico”, questa ricerca dottorale ha scelto come proprio oggetto di studio i Performance Studies stessi, osservandoli “as performance” e avvalendosi degli strumenti metodologici suggeriti dal suo stesso oggetto d’analisi. Questo lavoro indaga come l’oggetto di studio dei Performance Studies sia, seguendo la teoria schechneriana, il “behaved behavior”, e dunque come di conseguenza, il repertorio, prima ancora che l’archivio, possa essere considerato il fedele custode delle “pratiche incorporate”. Soffermandosi su esempi di “reenactment” performativo come quelli messi in atto da Marina Abramović e Clifford Owens, così come sui tentativi condotti dalla sezione dell’Intangible Cultural Heritage dell’UNESCO, suggerisce validi esempi di “archiviazione” della performance. L’elaborato prende poi in esame casi che esemplificano la proficua identificazione tra “studiare performance” e “fare performance”, sottolinea il ruolo cruciale e imprenscindibile determinato dal lavoro di ricerca sul campo inteso come “osservazione partecipante”, ed evidenzia il costante coinvolgimento sociale e politico assunto dai Performance Studies. Questa dissertazione affronta e supporta l’efficacia dei Performance Studies nel proporsi come uno strumento innovativo in grado di analizzare un mondo sempre più performativo nelle sue dinamiche. La loro natura tanto interdisciplinare quanto interculturale sembra farne una lente adeguata attraverso cui promuovere livelli diversi di performance dialogica tra culture localmente distinte ma globalmente assimilabili.Through a historical, theoretical and methodological excursus, this thesis analyzes the birth, development and current identity of Performance Studies, an academic research field that, born in the United States at the end of the Seventies, has always been reluctant towards any attempt to be defined. If Performance Studies conceives performance both as an object of analysis and as a methodological lens, and if, as pointed out by Richard Schechner, everything can be studied "as" performance and so investigated according to the analytical categories of this discipline, then, with a transitive and "meta- methodological" shift, this doctoral research takes Performance Studies as its object of study, observing it "as performance" and using the same methodological tools suggested by its object of analysis. This work investigates how the object of study of Performance Studies is, following Schechner’s theory, the "behaved behavior", and thus how, as a result, the repertoire, even before the archive can be regarded as the true custodian of "embodied practices". Focusing on examples of performative "reenactment" such as those by Marina Abramović and Clifford Owens, as well as on the efforts undertaken by the UNESCO’s Intangible Cultural Heritage section, it suggests valid examples of "archiving performance". The paper then examines cases that exemplify the successful identification of "studying performance" and "doing performance", it underlines the crucial and inescapable role played by the on-field research, understood as "participant observation", and highlights the constant social and political commitment of Performance Studies. This dissertation addresses and supports the effectiveness of Performance Studies in itself as an innovative tool able to analyze a world increasingly performative in its dynamics. Thanks to its both interdisciplinary and intercultural nature, Performance Studies seems to be a proper lens through which to promote different levels of performance dialogue among cultures which are locally different but globally comparable.
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Cutugno, Carmela. "Intercultural performance and dialogue : from Richard Schechner Performance Studies onwards." Thesis, University of Kent, 2014. https://kar.kent.ac.uk/47431/.
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Through a historical, theoretical and methodological excursus, this thesis analyzes the birth, development and current identity of Performance Studies, an academic research field that, born in the United States at the end of the Seventies, has always been reluctant towards any attempt to be defined. If Performance Studies conceives performance both as an object of analysis and as a methodological lens, and if, as pointed out by Richard Schechner, everything can be studied "as" performance and so investigated according to the analytical categories of this discipline, then, with a transitive and "meta-methodological" shift, this doctoral research takes Performance Studies as its object of study, observing it "as performance" and using the same methodological tools suggested by its object of analysis. This work investigates how the object of study of Performance Studies is, following Schechner’s theory, the "behaved behavior", and thus how, as a result, the repertoire, even before the archive can be regarded as the true custodian of "embodied practices". Focusing on examples of performative "reenactment" such as those by Marina Abramović and Clifford Owens, as well as on the efforts undertaken by the UNESCO’s Intangible Cultural Heritage section, it suggests valid examples of "archiving performance". The paper then examines cases that exemplify the successful identification of "studying performance" and "doing performance", it underlines the crucial and inescapable role played by the on-field research, understood as "participant observation", and highlights the constant social and political commitment of Performance Studies. This dissertation addresses and supports the effectiveness of Performance Studies in itself as an innovative tool able to analyze a world increasingly performative in its dynamics. Thanks to its both interdisciplinary and intercultural nature, Performance Studies seems to be a proper lens through which to promote different levels of performance dialogue among cultures which are locally different but globally comparable.
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Butler, Colleen. "Intercultural conflict styles in the criminal justice system and the implications for intercultural interventions." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/756.
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This thesis explored the communication and conflict style contrasts between criminal justice professionals and African American defendants that can interfere with the equitable administration of justice in the criminal justice system in Dane County, Wisconsin. The focus of this research was on the potential conflict style contrasts between criminal justice professionals and African Americans because the racial disparity in the incarceration rate was greatest for African Americans. This research project began from the premise that the racial incarceration rate disparity was caused in part by differences in cultural conflict and communication styles, and it explored the intersection of power differentials and cultural conflict and communication style differentials.
The study employed the Intercultural Conflict Style Inventory, courtroom observations, and two focus groups. One focus group was composed of professionals in the criminal justice system from Dane County, Wisconsin, and the other of African Americans who have been impacted negatively by this system. All findings were used to develop specific training recommendations to help criminal justice professionals to understand conflict and communication style preferences with the intention of decreasing the disparate treatment of members of the African American community.
The combined research strategies suggested that the primary culture of the criminal justice system was consistent with European American cultural preferences for low-context, direct, and emotionally restrained communication and conflict styles, which contrasts with the general preference of the African American culture for a more emotionally expressive engagement style. While this research did not specifically indicate that intercultural miscommunication directly impacts the equitable distribution of justice in Dane County, it did suggest that cultural contrasts may be one variable contributing to the inequitable distribution of justice.
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Alder, Simone. "CoMIC : an exploration into computer-mediated intercultural communication." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/682.
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This thesis explores how cultural differences manifest themselves in computermediated intercultural communication (CoMIC). This study particularly looks at the role and use of digital nonverbals (DNVs) and their regulatory functions. The data analyzed is from a global virtual team working together for a period of three months. The grounded theory method has been employed to code the electronic transcript of the team's communication. Furthermore, the participants were surveyed regarding their personal backgrounds, their work, and their perception of the communication processes that took place. The study shows that in an intercultural communication process DNVs are used to avoid intercultural misunderstandings and to underline the various communication styles. The different styles, hand in hand with the DNVs used, vary depending on the team's overall situation. However, the absence of DNVs can be an indicator for a state of crisis.
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Polk, Pamela. "Intercultural competence for public health nurses." Scholarly Commons, 2005. https://scholarlycommons.pacific.edu/uop_etds/625.
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Public health nurses are required to communicate important communicable disease and preventative health information to an increasing number of immigrants and refugees accessing the American public health system. They must also obtain information on a broad scope of topics about clients and/or their children. Little attention has been paid to the study of intercultural communication between public health nurses and their diverse clientele. The purpose of this study was to identify barriers affecting communication between public health nurses and their immigrant and refugee clients. The Developmental Model of Intercultural Sensitivity developed by Milton Bennett provided a conceptual framework for review and analysis of study results. Data were collected using semi-structured formal interviews with a network sample of 17 nurses. Analysis of the data indicated four major themes: (1) common use of a Western- European, ethnocentric communication style; (2) insufficient recognition of how the dominant culture's values, beliefs, and behaviors affect those from non-dominant cultures; (3) inadequate or irrelevant prior diversity training; and ( 4) lack of available and competent interpreters necessary for translation of information during interviews. These categories capture the essential barriers preventing effective communication with culturally diverse clients.
From the perspective of the nurses, communication barriers due to cultural or language differences result in difficulty obtaining compliance with public health mandates such as childhood immunization and medication regimens, and limit understanding of preventative healthcare practices. The results of this study provide information and insight for the development of intercultural sensitivity training for public health nurses. A training program that demonstrates cultural training theory, methods, and suggested sequencing is included. An additional sample training outline follows that offers public health nurses culture specific information regarding Hmong refugees.
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Dolatabadi, Hamid Reza. "Intercultural discourse in virtual learning environments." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/110262.
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The potential of community building through computer-mediated communication (CMC) in virtual learning environments has received increasing attention in recent years, yet little empirical research has been conducted in this field in Middle Eastern countries particularly based on a social constructivist approach as in this case. This research is concerned with the processes of community building as experienced by university students in computer-mediated distance education classes in Iran. Its overarching concern was to see if convergence happens in an on-line university discussion forum in a Middle Eastern cultural context, and if so, to explore how it happens and with what strategies it can be supported in such environment. The research addressed the role of collaborative interaction as the process of co-construction of knowledge and identities, by looking at: (i) the students’ beliefs as reflected in a survey; (ii) patterns and outcomes of interaction derived from an analysis of on-line transactions; (iii) students’ perspectives based on interviews and their responses to a survey. The participants came from four different Middle Eastern cultural and linguistic backgrounds and were all students studying at Masters Level. The academic context was an Iranian university that has a large face-to-face student population as well as a large number of distance students. The participants’ common meeting ground was primarily a virtual environment created for the students to share their learning experience and to communicate with each other and the tutors. The participants’ beliefs and ideas in terms of choice, opportunity, culture and expectations were examined through a survey in the first phase of the study. Then, to investigate their roles in shaping the on-line community, an additional university e-forum was designed and implemented by the researcher in the second phase of the study. In this forum the participants were free to contact each other without pre-planned tasks or interventions by the class tutors. Social constructivist approaches were used to analyse interactions between students and the outcomes of these interactions. The findings suggest that participants moved their communicative competence from tangible topics towards shaping new beliefs and ideas; creating the VSD-Virtual Social Development- model. These developments are regarded as something unique for an area such as the Middle East where gaining confidence is hard especially when there is no face-to-face contact with other participants, and individuals often have concerns about revealing their real personalities in untried situations. The findings of the interviews support the findings of the second phase of the study and show what strategies the participants used in community building. The research also highlighted many issues for further study, one of which is the various interpretations of the concept of community building in on-line contexts.
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Hogan, Terry. "Global leadership and the development of intercultural competency in U.S. multinational corporations." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/709.
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This study addresses the challenges of developing the intercultural competency of global leaders within the context of the U.S. multinational corporation (U.S.M.C.). This research seeks to examine how organizations develop managers capable of leading in a pluralistic work environment and the implications of this kind of learning on the current assumptions held by intercultural academia and the business community. The research approach was interdisciplinary: combining adult learning theory (self-directed and transformational learning), international business communication and leadership, systems thinking, organizational development and learning, and intercultural theory.
The following questions were addressed: How is cultural competence developed, supported, and integrated by the U.S. multinational organization? What challenges and obstacles do organizations face in effectively developing globally competent leaders? How can the intercultural academic community help to facilitate cultural competency development in the organizational context?
The study found that, although global leadership competency is largely undefined in organizations, the mandate "to be global" is pervasive. In spite of this, culture in the organizational context and its impact on leadership development and performance are not widely understood in U.S.M.C.s. Yet, the study also found that most organizations do not have programs of any kind that promote intercultural competency development. Reasons for this discrepancy centered mostly on lack of awareness and support at the highest levels in organizations, business cost justification, and the lack of collaboration among (corporate) departments as well as between organizations and the intercultural academic community.
Two data sets were used to complete this research. The first set included members of the corporate business units of Learning and Development.(L&D), Human Resources (HR), and Diversity. The second data set was comprised of interculturalists who hailed from the academic community, the business community, or both.
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Stewart, Rabekah D. "Intercultural and Career Experiences of African American Women Midlevel Leaders at Predominately White Institutions." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10036370.
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African American women leaders positively influence the college experiences of students at predominately White institutions (PWI), but the retention of those women leaders remains an issue. At the time of this study, limited research informed race and gender issues that intersect the career advancement of African American women serving in midlevel leadership positions at PWIs. The purpose of this qualitative study was to understand the intercultural and career advancement experiences of these women. Critical race theory, critical race feminist theory, and intercultural communications theory were used as a framework to understand the participants’ intercultural and career advancement experiences, perceived influences, and mentorship experiences. A snowball sampling approach with members of a national African American women’s organization in higher education led to 9 participants who met the criteria. They were each interviewed twice to generate data to understand their experiences. Results from an inductive exploratory process of data analysis indicated that race and gender influenced their perception of career advancement potential and relationship building in the PWI workplace. Themes that emerged from their experiences were limited advancement opportunities, the effects of intersectionality, intercultural relationship challenges, and the benefits of locating and having a mentor. Support and guidance were paramount to their job satisfaction and retention. This study contributes to social change by providing insight to personnel at PWIs about the experiences of African American women leaders on those campuses and the needed improvement in the environment for retaining current and future women of color.
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Jones, Stephen W. "Intercultural development in global service-learning." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/789.
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This research project examined the effects of participation in a six-month global service-learning program in the intercultural development of a group of students. The students under consideration herein participated in the 2009 program year of the Grace University EDGE Program, which took place in Mali, West Africa.
The present research builds on and contributes to three primary areas of research: intercultural development, service-learning, and study abroad. As the literature in these areas revealed the lack of a consistent way to assess global service-learning, I tried a three-part method of assessment. First, the Intercultural Development Inventory formally measured growth in intercultural competence. Second, guided course-writing generated by the students was used to facilitate followup interviews of most participants, especially considering the intersections between IDI results and students' self-perceptions as reported in their papers. Third, the interviews were coded and explored for information related to the process of intercultural development. The participants, overall, demonstrated positive intercultural competence gains while undergoing a complex process involving the impetus for and experience of development, ultimately resulting in changed patterns of thought.
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Pineda, Kimberly Rose. "Intercultural communication in healthcare interpreting : an exploration of possibilities." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/754.
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This thesis will present an exploration of how healthcare interpreters utilize intercultural communication skills as they interact with cultural differences in their work. I will review the literature on healthcare interpreting, including provision laws, standards, codes of ethics, paradigms, and roles. I will focus on intercultural communication literature in order to demonstrate possible ways that it can be applied to the healthcare interpreting field. In order to better understand how intercultural communication is being used in healthcare interpreting, I will conduct interviews with healthcare interpreters who have had intercultural training. In conclusion, elements of a training framework will be introduced that could be developed in order to train advanced interpreters who are interested in using an intercultural approach in their work.
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Studham, Susan Fenty. "Stage management: A question of approach in intercultural theatre." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1588.
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This thesis questions the complexities of stage management in crosscultural exchanges by way of a case study surrounding the mounting and maintenance of an original theatrical production in Bali, utilising an introduced western theatre style. The collaboration takes place in the newly constructed mega-theatre at the Bali Safari and Marine Park in Gianyar (2010). As an American-Australian stage manager, my research is predicated on experiences of leading and mentoring a team of ten Indonesian (Balinese and Javanese) stage managers in procedures required to manage a technically-advanced, large-scale production. Bali Agung presents a legend of Balinese goddesses in a production that was created by an international artistic team featuring a cast of more than 150 Balinese performers, plus 11 species of animals and supported by a technical team of approximately 70. Due to the inexperience of the team, formal training became an aspect of the exchange. During the research process, I returned to Bali numerous times for data collection, further mentoring, rehearsals and productions at Bali Theatre, thus couching the investigation in an ethnographic study and an integral action research feedback loop.
The investigative focus is on the production requirements of a mega show in an intercultural context and the unique and extraordinary considerations that were encountered in the process. Considerations include theoretical concepts such as syncretism, interculturalism, hybridity, time, communication, safety management and religion, all of which have bearings on this case study. Re-evaluation of the production processes by means of interviews, observation, action research and ethnography offers the opportunity to shed new light on approaches to stage management and the training of stage managers in an intercultural context. Framed by a professional theatrical production, this practice-led study explores ideas of synthesis, cultural variation, knowledge transfer and assumptions embedded in theatrical processes, and brings into focus previously undocumented creative negotiations and complexities of exchange, which offer new concepts in the discipline of stage management.
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Cooper, Tara L. "Intercultural competency development in student success courses." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/779.
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Intercultural development is not an intentional goal or expected outcome for College Success courses. However, since such courses are designed to help students adapt to academic and campus cultures, an overlap and alignment between the development of intercultural skills and competence and the development of college competence might exist. This thesis investigated the degree to which intercultural learning was integrated into College Success courses at the curricular level, in instruction practices, and in the individual learning experiences of students, and it also identified current instructional activities most amenable to further targeting of intercultural learning. The research was guided by the following three questions. 1) What are the ways, if any, in which intercultural skills align with those skills seen as necessary for students' successful adaptation in academic and professional settings? 2) Do College Success instructors intentionally or unintentionally incorporate intercultural competence development into the curriculum and instruction? 3) What, if any, are the ways in which instructional practices in College Success courses contribute to intercultural skill development and help students leverage their current experiences with cultural differences? The research was focused on the study of one College Success class at a community college. Data was collected through multiple methods. Class sessions were observed. Interviews were conducted with students in the course, the instructor and the administrator responsible for the course. Documents, including the course syllabus, student learning outcomes, a selection of assignments and the course textbook were reviewed and analyzed. Research findings suggest that there is significant alignment between the development of college competence, as fostered in the College Success course studied, and the development intercultural competence, though such was unintentional and unrecognized by the instructor. The data also illuminated areas where course learning outcomes, curriculum, and instruction could be modified to further support the development of intercultural competency.
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Koller, Brenda Joyce. "Practitioners' insights on intercultural predeparture training : design and practices." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/723.
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This research presents practitioners' insights on the concepts, theories, models, assessments tools, and other training practices that are currently considered when creating a two-day predeparture intercultural training (ICT) specifically for Americans departing for at least a one-year international assignment. This study reports data gathered by using a web-based survey that was completed by 25 practitioners from the intercultural communication field who provide predeparture ICT.
The current literature in the field of ICT is presented as well as a sample outline of a two-day predeparture ICT program based on the results of this study and the literature. The outline indicates the primary content elements, one possible sequencing of such a program, as well as descriptions of how the elements are delivered and what tools are used to support the delivery. The motivation for this study was to provide a bridge between theory and practice in the field of ICT as there is an abundance of literature regarding the theory of the field, but very little has been written about how practitioners are employing the theories in their work.
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Collins, Morgan Gwyneth. "An action research approach: developing intercultural competence in German Studies at Rhodes University." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/63910.
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The need to develop interculturally competent graduates is a concern for universities across the world. In South African universities this need is linked to globalization and increased diversity in terms of student demographics since 1994. Considering the legacy of apartheid, South African universities especially, and pressingly, need to respond to both global and national diversity concerns. ICC can play a significant role in creating more culturally inclusive spaces as students are provided with opportunities to “relate to and with people from vastly different cultural and ethnic backgrounds” (Spitzberg & Changnon, 2009, p. 4). In a similar way, Germany has faced, and continues to face, challenges relating to diversity especially in relation to migrants and as such, interculturality is a topic of debate in society and scholarly discourse. Therefore, ICC is as relevant to German society as it is South African society. Courses that explicitly deal with ICC are however, not common in South African universities and discourse, and as a result universities are “missing out on developing students’ intercultural competence” (Deardorff & Quinlan, 2016). This thesis aimed to address this gap by investigating the viability and necessity of introducing a module that deals explicitly with ICC into the German Studies course at Rhodes University. In doing so it contributed to the creation of disciplinary knowledge as well as furthering the aim of aiding the creation of responsible global citizenship, alongside ‘academic citizenship’, and aiding the internationalisation at home concept by encouraging the students to understand their own lived reality in a diverse society. This research made use of an action research approach to implementing a module and tracing its development. Student responses, as well as reflection and observation, found that a module dealing explicitly with ICC was viable and able to contribute to developing students’ sense of cultural self-awareness and their awareness of ICC as a set of transferrable skills and knowledges. This module aimed to serve as an introduction to ICC for students in order to begin to develop their intercultural competence and increase their awareness and critical approach to culture and intercultural encounters.
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LeMaster, Benjamin. "Queer Intersectionality: Queering the Limits of Identity Studies in Critical Intercultural Communication Research." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1221.
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At the heart of this dissertation project is my interest in the internal conflict that emerges in the mundane navigation and maintenance of relational and contextual penalty and privilege. That is to say, I am interested in how individuals maneuver their/our concurrent identity/ies as oppressor and oppressed. I argue that this simultaneous identity is a holistic embodiment that demands complex maneuvering and that requires our vigilant attention. In addition, I am interested in the critical potential of such maneuvering for activism. In this vein, I introduce my intent to queer the limits of identity research in critical intercultural communication research while contributing to, and drawing on, what others have referred to as queer intersectionality (Bilge, 2012; Rosenblum, 1994). I envision queer intersectionality as an ontological modality that yields heuristic potentiality that can aid critical intercultural communication researchers explore the ways in which we embody a simultaneous oppressor-oppressed identity. In order to understand queer intersectionality as an ontological modality, I offer embodied contexts that give rise to oppression and power in given and fleeting moments. Halualani and Nakayama (2010) remind us that “critical work recognizes that there is no theory in advance and no social process of culture without some theoretical sense-making; it travels through a trajectory of theory from and towards context” (p. 9). Centralizing the directed attention upon the significance of context, I intend queer intersectionality to be an embodied modality that critical intercultural communication researchers can use to explore and theorize simultaneous oppressor-oppressed identity performances and critically envision the co-constitutive relationship between privilege and disadvantage.
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Calderon, Kristen Naylor. "The impact of cross-cultural transition on intercultural relationships using a strengths-based approach." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/825.
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Godelis, Marius. "KULTŪROS STUDIJŲ IR TARPKULTŪRINIO UGDYMO PROGRAMŲ SUDERINAMUMAS IR PAPILDOMUMAS." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080929_140026-98667.
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Magistro darbe, remiantis Lietuvos ir užsienio moksline literatūra analizuojamas kultūros studijų mokslinių tyrimų poveikis tarpkultūriniam ugdymui. Pateikiami tarpkultūrinių kompetencijų modeliai, pagrindiniai aspektai, lemiantys kultūros studijų pranašumą tarpkultūriškumo dimensijoje gilinant tarpkultūrines kompetencijas, bei aptariamos tarpkultūrinio ugdymo papildomumo galimybės.Basing on the Lithuanian and foreign scientific literature this master thesis analyses the effect to intercultural education made by scientific research of cultural studies. Models of intercultural competences are provided in this paper, as well as basic aspects, determining the advantages of intercultural studies of getting deeper into intercultural competences in the intercultural dimension. The possibilities of complementary intercultural education are also discussed.
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Erzen-Toyoshima, Mary. "An exploration of cultural differences in Japanese/American intercultural marriages." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3595.
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Nelson, Emiko Tajikara. "The expression of politeness in Japan : intercultural implications for Americans." PDXScholar, 1987. https://pdxscholar.library.pdx.edu/open_access_etds/3876.
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This descriptive study focuses on expressions of politeness in the Japanese language and their relevance to social structure and intercultural communication. The study is designed to help students of the Japanese language learn rules of politeness which fall outside the domain of grammatical rules.
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Noble, Nicole C. "Intercultural understanding in global education communities : tracing intercultural education in a pre-service teacher training program at the University of Stellenbosch." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/3961.
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Thesis (PhD (Education)--University of Stellenbosch, 2005.334 leaves single sided printed, preliminary pages i-xiv and numbered pages 1-322. Includes bibliography, abbreviations and list of figures.
Scanned using a Hp Scanjet 8250 Scanner to pdf format (OCR).
ENGLISH ABSTRACT:The world is at a rapid pace being confronted with the need to shift national education policies that reflect basic human rights, with equity and fairness to the forefront. Along side of this herald are demonstrations of active mobilizations on the part of institutions of higher learning to "internationalize" their policies and programs to help to produce global citizens that effectively interact in international settings. As South Africa experiences changing scenes in educational reform government officials, practitioners, and educators face a number of challenges. Particularly, those related to cultural interactions when engaging in activities across the diaspora of school environments. Often these challenges serve as impediments to open communication, understanding and sensitivity amongst diverse cultural groups. As these impediments are faced in classrooms teachers increasingly find themselves at a deficit to adequately host learning environments conducive to its participants. Institutions of higher learning have a responsibility to provide the kind of intercultural dialog that entrenches policies and program curricula that speak to the needs of diverse communities, in particular those preparing future teachers. The research introduces the concept of global education communities to contribute towards shaping the kind of institutions that provide opportunities for students to practice, and become skilled in intercultural understanding. The research also raises serious discussion through the proposal of the elements of intercultural education towards contributive measures to address intercultural education, communication, and training. A case study of a four year pre-service general education training program (BEd GET) at the University Stellenbosch was conducted to trace and examine the presence of intercultural education. Data was collected by means of triangulated document analysis, interviews, and questionnaires. The research looked to a metaphoric analogy using Appreciative Inquiry, power with, and elements of intercultural education. The data was analyzed using qualitative strategies including classification and category construction, with imaginative variation and heuristic inquiry. The findings revealed that themes from intercultural education found expression or appearance in some aspects of the program outcomes, various module offerings, and teacher practice and approaches of the BEd GET curriculum. While the research also revealed that intercultural education does not appear to be a wholly attended pedagogy and practice in the GET program, the findings and interpretations revealed that intercultural education has numerous opportunities for expression and appearance to lay foundations for intercultural practice in theory. Another dimension of the research also revealed that students and lecturers collectively were not familiar with the concept of intercultural education, nor could a distinction between multicultural, and intercultural education be made. Furthermore, students' understandings and feelings reveal some resistance to themes in cultural diversity. The findings seem to reveal a need to incorporate strategies that raise intercultural consciousness. In view of the University of Stellenbosch's plan to internationalize, the findings present critical implications and recommendations toward incorporating intercultural pedagogy and practice into the methodological framework of the BEd General Education program. It finally poses future program and module development with respects to intercultural education and practice through the suggested use of the Hammer and Bennett's (1998, 2002) Intercultural Development Inventory (IDI).
AFRIKAANSE OPSOMMING: Die wereld word teen 'n versnelde tempo gekonfronteer met die noodsaaklikheid om nasionale onderwysbeleid wat menseregte, veral billikheid en regverdigheid, op die voorgrond stel. Saam met hierdie oproep is daar aanduidings van die mobilisering van institusies van hoer opvoeding om hu1le beleid en programme te "internasionaliseer" om burgers te vorm wat effektief met 'n globale wereld kan omgaan. Soos wat Suid-Afiika veranderende situasies ervaar in onderwyshervorming, word amptenare, praktisyns, opvoeders en ander betrokke in onderwysgemeenskappe gekonfronteer met 'n verskeidenheid uitdagings. Veral die verbonde aan kulturele interaksies betrokke by 'n diaspora van skoolomgewings. Die uitdagings dien dikwels as hindernisse vir oop kommunikasie, begrip en sensitiwiteit tussen verskillende kulturele groepe. In besonder wanneer hierdie hindernisse in klaskamers aangedurf word deur onderwysers wat meesal self 'n tekort aan voldoende leerervaring het om leeromgewings in belang van die deelnemers te fasiliteer. Hoeronderwys institusies het 'n verantwoordelikheid om beleid en programkurrikula te voorsien wat interkulturele dialoog verskans wat spreek tot die behoeftes van diverse gemeenskappe, veral die wat voornemende onderwysers voorberei. Die navorsing stel die konsep globale onderwysgemeenskappe voor om by te dra tot die vorming van institusies wat geleenthede skep vir studente om interkulturele begrip te oefen en vaardig daarin te word. Die navorsing stel elemente van interkulturele onderwys voor wat kan dien tot die bevordering van dialogiese betrokkenheid in interkulturele onderwys, kommunikasie en opleiding. 'n Gevallestudie van 'n vierjaar voordiens algemene onderwysprogram (BEd Algemeen) by die Universiteit van Stellenbosch was ondemeem vir spore van en om die voorkoms van interkulturele onderwys in oenskou te neem. Data is versamel deur middel van 'n getrianguleerde dokument analise, onderhoude en vraelyste. Die navorsing kyk na 'n metaforiese analogie waarin waarderende ondersoek, mag-met, en elemente van interkulturele onderwys gebruik is. Vir die analise van die data is kwalitatiewe strategiee gebruik, wat klassifikasie en kategorie konstruksie in kombinasie met verbeeldingsryke variasie en heuristiese ondersoek insluit. Die bevindings toon dat temas van interkulturele onderwys uitdrukking vind of verskyn in aspekte van die programuitkomste, verskillende module aanbiedings, en onderwys praktyke en benaderings van die BEd Algemeen kurrikulum. Terwyl ook bevind is dat interkulturele onderwys nie werklik in die pedagogie en praktyk van die program figureer nie, toon die interpretasie talle geleenthede om interkulturele praktyk te vestig en tot uitdrukking te bring. 'n Ander faset van die navorsing het getoon dat studente en lektore kollektief nie bekend is met die konsep van interkulturele onderwys nie, en dat dit nie onderskei kon word van multikulturele nie. Boonop, het studente se begrip en gevoelens 'n neiging tot verset teenoor temas van kulturele diversiteit getoon. Die bevindinge suggereer 'n behoefte aan die insluiting van strategiee om interkulturele bewussyn te verhoog. In die lig van die Universiteit van Stellenbosch se planne om te internasionaliseer, hou die bevindinge kritiese implikasies en aanbevelings in vir die inkorporasie van interkulturele pedagogie en praktyk in die metodologiese raamwerk van die BEd Algemeen-program. Dit stel die ontwikkeling van modules in interkulturele onderwys en praktyk voor deur die gebruik van Hammer en Bennett se (1998,2002) Intercultural Development Inventory (IDI).
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Niu, Ling. "El clan del sorgo rojo de mo yan: estudio sociológico de la difusión y análisis de la traducción de los culturemas en las versiones inglesa y españolas." Doctoral thesis, Universitat Autònoma de Barcelona, 2019. http://hdl.handle.net/10803/669454.
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Esta tesis está formada por dos aspectos distintos pero estrechamente relacionados: primero, un estudio sociológico sobre el éxito del premio Nobel chino Mo Yan y la difusión y canonización de su novela El clan del sorgo rojo [红高粱家族]; y, segundo, un análisis crítico sobre la traducción de los elementos culturales en tres versiones de dicha novela, una inglesa y dos españolas, examinando cómo los condicionantes sociales de la obra pueden haber influido en las traducciones, tanto en las micro unidades textuales como en los grandes rasgos.
De acuerdo con la estructura general de la tesis, el marco teórico también incluye dos partes. En la primera parte, estudiamos primero los aspectos sociológicos de traducción, desde el polisistema de I. Even-Zohar, las normas de G. Toury, la reescritura de A. Lefevere, a la invisibilidad traductora de L. Venuti. En cuanto a los estudios en la difusión de las traducciones literarias, tomamos el concepto del “capitalismo lingüístico” de P. Bourdieu, los estudios sobre la circulación de libros traducidos de J. Heilbron y las reflexiones de cómo se construye un best-seller de M. Schudson. En la segunda parte, repasamos los estudios de definición y clasificación de los elementos culturales y las técnicas de traducirlos. Adoptamos la clasificación de L. Molina y A. Hurtado (2001, 2006, 2016), combinándolos con los estudios del lingüista chino D. Wen (2005), y de esta manera, proponemos nuestra clasificación de los elementos culturales en El Clan del sorgo rojo. En lo referente a las técnicas traductoras, utilizamos los conceptos propuestos también por L. Molina y A. Hurtado (2001, 2006, 2016).
A lo largo de la investigación, hemos descubierto que las tres traducciones de la novela en realidad han partido de distintos textos originales chinos, que ya existen varias discrepancias entre ellas, algunas de tipo ideológico, y algunas relacionadas con descripciones de tono sexual. ¿Cuáles son las razones de estas diferencias?, ¿deberíamos reconsiderar la fama generalizada del traductor inglés H. Goldblatt como re-escritor el texto original? ¿Dónde residen exactamente las manipulaciones?, ¿cómo resuelven estos problemas las tres traducciones? Respondemos a estas preguntas realizando un análisis de las micro-unidades textuales de las tres traducciones, tomando en cuenta los factores sociológicos y resumiendo sus características distintas.This Ph.D. dissertation studies two distinct but closely related aspects, one is the sociological study on the success of Chinese Nobel Prize winner Mo Yan, and the dissemination of his work The Clan of Red Sorghum [红高粱家族]; the second is a critical analysis of how the cultural elements, culturemas, have been translated in the three different versions under scrutiny (one in English and two in Spanish), in order to know how social circumstances may have influenced the translations, both at the micro and macro level. According to the general structure of the thesis, the theoretical framework also includes two parts. The first part is devoted to introduce the sociological aspects of translation at stake, from the polysystem of I. Even-Zohar, the rules of G. Toury, the rewriting of A. Lefevere, to the translators’ invisibility of L. Venuti. To better understand the dissemination of literary translations, this section also introduces P. Bourdieu’s concept of “linguistic capitalism”, J. Heilbron’s studies on the circulation of translated books, and M. Schudson’s reflections of how a best-selling book is made. The second part focuses on the definition and classification theories of cultural elements, culturemas, and the different approaches to translate them. Based on the approach proposed by L. Molina and A. Hurtado (2001, 2006, 2016), and that of the Chinese linguist D. Wen (2005), this dissertation presents a systematic classification of the cultural elements in The Clan of Red Sorghum, indicating the techniques applied in each case by the translators. Our research points out that the English translation by H. Goldblatt (which was used as the source text for the first Spanish) and the second Spanish Translation have used different Chinese editions of the novel, one published in 1988 in Taiwan and the other in 2012 in Beijing. Influenced by socio-historical and ideological factors, these two editions have several significant differences, some are political, some related to cultural elements. Some questions to be answered: what are the reasons of these differences? shall we reconsider the English translator’s “fame” of rewriting the original text? what are exactly are his manipulations, and how do they affect the novel’s Spanish translations, if at all? This dissertation aims to answer these questions by carrying out a micro-textual analysis of the three translations and summarizing their different characteristics from a sociological perspective.
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Becker, Lisa A. "Improving intercultural dialogue between mining companies and Native American communities in Northern Nevada." Thesis, Gonzaga University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10017941.
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This study analyzed intercultural communication and cross-cultural hurdles between a multinational mining company, “the Company,” and the indigenous Western Shoshone community in Northern Nevada. Standpoint theory, as presented by Wood (2004), was the framework used to analyze the engagement methods utilized by the Company and the local tribal organizations to identify communication barriers between the two groups. This study explored an external perception of the Company and the general mining industry from tribal employees, as well as the unique perspective of those participants who bring a Native American standpoint to their position of employment within the Company. Research data was derived from focus groups of the Company employees of Native American descent and targeted interviews with external Native American stakeholders. The focus group participants varied by departmental function, tenure, and standing across multiple geographic operations, while the interview participants were employed by two different tribal organizations. Focus group and interview data each highlighted a discernable gap in the Company’s current outreach with the local Native American communities and indicated key areas for improvement. Both internal and external participants recommended improvements to the Company’s communications strategy and provided specific examples of culturally effective outreach methods and topics. These disparities originated from differing cultural perspectives and standpoints between the Company and the Native American communities. Through improved dialogue practices and communication outreach, this intercultural relationship can progress.
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Ziberi, Linda. "The Rhetorical Uses of Multiculturalism: An Ideographic Analysis of the European Union and Macedonian Discourses in the Dialogue for EU Accession." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1332361922.
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Morrell, Alicia Montana. "Assessing the development of intercultural sensitivity gained through the domestic experiences of first year students." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/698.
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Institutions of higher education in the United States are becoming more and more diverse and nationwide efforts to provide educational access and equity to underrepresented groups of people will only help to increase that diversity. Increased diversity combined with the need for institutions to produce graduates who are capable of living and working in a global society, has created the need for students to possess a set of cognitive and behavioral skills to aide in successful intercultural interactions. Using the Developmental Model of Intercultural Sensitivity and the theory of Cultural Intelligence as frameworks, this research attempts to assess the effect of domestic experiences on intercultural competency and cultural intelligence of first year students at the University of the Pacific. Interview participants were chosen from a sample of eighty-seven students who took the Intercultural Development Inventory and were selected for displaying a great deal or lacked of intercultural sensitivity and cultural intelligence. From these interviews, key lines of thought and experiences were determined to have had positive or negative influences on competency. These results are presented in the form of biographical sketches and supplemented with a discussion of the skills essential to developing greater competency in intercultural sensitivity and cultural intelligence through the curriculum and co-curricular involvements.
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Baird, Devon. "Intercultural factors in the Peace Corps' role as a change agent in the empowerment of rural Guatemalan women." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/3540.
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The purpose of this research study was to analyze the success of the Peace Corps’ Municipal Development Program in its role as a change agent in the empowerment of rural Guatemalan women, and includes an exploration into the intercultural factors that may have affected the outcomes. I used my Peace Corps site of Santa Cruz El Chol, Guatemala as the case study for this research. I reviewed literature in five areas to use as a foundation to guide my research. This included literature regarding Guatemalan history and Guatemalan women’s issues, women’s empowerment in the international development context, Peace Corps, change agentry, and intercultural relations. I obtained data from four different groups. I interviewed a focus group of female leaders from El Chol, obtained questionnaires from 42 rural women from El Chol and its surrounding villages, interviewed three Peace Corps Guatemala staff members, and gathered surveys from 18 returned Peace Corps volunteers. Qualitative and quantitative data were gathered via open-ended questions, multiple-choice questions, and scale-based questions. An analysis of the findings revealed implications in three areas. The first area focused on Guatemalan women who are especially vulnerable to institutional and domestic violence, which leads to a lack of educational and economic opportunities and continues to prevent their empowerment. Next, the Peace Corps volunteers were generally satisfied with their service, but felt traits of Guatemalan society and culture prevented them from positively influencing women’s empowerment. Additionally, findings revealed that Peace Corps volunteers served as change agents in that they saw themselves and were seen by others as positive role models for the Guatemalan women with whom they worked. Finally, time management styles, differences in perception of gender roles, and direct versus indirect communication styles sometimes clashed to cause issues in U. S. American and Guatemalan abilities to work effectively together.
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SCHLESSMAN-FROST, AMY C. "CROSS-CULTURAL COVENTURING: A MODEL, TAXONOMY, AND SOME COMPUTER IMPLICATIONS." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184119.
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Both the public and private sectors currently encounter the telescoping urgency for effective cross-cultural coventuring in business, educational and personal arenas. Existing descriptive models for organizing cultural information are either simplistic and superficial or so complex as to be inaccessible or overwhelm the user. This study uses Saunders' theory of model construction as an informing hypothesis to develop a model for cross-cultural coventuring. An integral part of this conception is a definition of culture which uses Villemain's insightful concept of qualitative meaning. Integrating this type of meaning within Saunders' Inquiry Cube allows for categories through which even the most subtle and unarticulated variables making up the human enterprise and the value base of those cherished and celebrated human ideals can be sorted, classified, and set into a taxonomic design. This hierarchical pattern provides direction and parameters for greater cross-cultural exploration. The methodological sequence of the Cultural Inquiry Cube is further translated to a psychological sequence which is more readily comprehensible to the learner. The greatest potential for widespread use of this model seems to be in microcomputer applications. Compact disc technology including CD-ROM and CD-I promises accessibility not possible heretofore.
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Flaherty, Bridget Eileen. "Cultures in Residence: Intercultural Communication Competence for Residence Life Staff." The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-05152009-083236/.
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Despite a recent plateau in the number of international students coming to the U.S., international students still make up a significant portion of the student body at institutes of higher education. Along with attendance at schools, many international students live in campus housing, such as residence halls, and are often placed with a U.S. roommate. Previous research has shown that international and U.S. students may have cultural conflicts, particularly when living together. Since many younger students may not be interculturally competent, it is left to the staff of Residence Life offices, such as resident assistants, to counsel students through their issues; yet many resident assistants do not receive any type of intercultural competence training. A needs analysis was conducted with the current Resident Assistants at The University of Montana, and the results were used to develop intercultural communication competence training for the incoming Resident Assistants in Fall 2009.Body of paper begins here.
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Stewart, Rabekah. "Intercultural and Career Experiences of African American Women Midlevel Leaders at Predominately White Institutions." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2177.
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African American women leaders positively influence the college experiences of students at predominately White institutions (PWI), but the retention of those women leaders remains an issue. At the time of this study, limited research informed race and gender issues that intersect the career advancement of African American women serving in midlevel leadership positions at PWIs. The purpose of this qualitative study was to understand the intercultural and career advancement experiences of these women. Critical race theory, critical race feminist theory, and intercultural communications theory were used as a framework to understand the participants' intercultural and career advancement experiences, perceived influences, and mentorship experiences. A snowball sampling approach with members of a national African American women's organization in higher education led to 9 participants who met the criteria. They were each interviewed twice to generate data to understand their experiences. Results from an inductive exploratory process of data analysis indicated that race and gender influenced their perception of career advancement potential and relationship building in the PWI workplace. Themes that emerged from their experiences were limited advancement opportunities, the effects of intersectionality, intercultural relationship challenges, and the benefits of locating and having a mentor. Support and guidance were paramount to their job satisfaction and retention. This study contributes to social change by providing insight to personnel at PWIs about the experiences of African American women leaders on those campuses and the needed improvement in the environment for retaining current and future women of color.
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Aflalo, Bruna Maia Rocha. "Elementos interculturais entre Brasil e Itália: análise das unidades lexicais discutir e discutere e suas relações com aspectos das culturas brasileira e italiana." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8148/tde-02032016-143538/.
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Esta pesquisa, inserida no âmbito dos estudos interculturais, tem como objetivo a análise das unidades lexicais discutir e discutere em português brasileiro (PB) e italiano. A partir da observação de que, no emprego cotidiano, o verbo discutir parece assumir frequentemente uma conotação negativa em PB e de que o verbo discutere, ao contrário, parece ter um uso positivo na maioria dos casos, este estudo partiu de elementos semânticos para, então, abordar uma questão cultural: foram buscados os significados atribuídos no contexto cotidiano a discutir e discutere para, em seguida, iniciar-se uma reflexão sobre as possíveis relações entre esses significados e aspectos culturais brasileiros e italianos. Para tal fim, este trabalho foi dividido em duas etapas: uma de cunho linguístico e uma de cunho cultural. Na primeira etapa do trabalho, fez-se inicialmente uso da proposta da linguista Anna Wierzbicka para o estudo dos significados. De acordo com a linguista, a partir de uma descrição sistemática das palavras, categorias e construções de uma língua (por meio da chamada metalinguagem semântica) podem ser estudados valores e normas culturais de uma dada sociedade. A metodologia proposta por Wierzbicka foi aplicada aos verbos discutir e discutere e, após a análise das metalinguagens propostas por brasileiros e italianos nativos, chegou-se à conclusão de que tal proposta era, para este estudo, insuficiente. Assim, continuou-se a busca dos significados de discutir e discutere por meio de outra metodologia: as ocorrências desses verbos em mensagens (denominadas tweets) do microblogging Twitter. Para este trabalho foi coletado um corpus composto por 739.420 tweets, os quais, após alguns filtros aplicados, foram reduzidos a 182.012 tweets. Desses, 2.000 tweets em PB e 2.000 em italiano foram classificados manualmente em neutros/positivos e negativos de acordo com a conotação assumida por discutir e discutere, enquanto os 178.012 tweets restantes foram classificados automaticamente por meio do uso de técnicas de Processamento da Linguagem Natural (PLN). Na segunda etapa do trabalho, foi feita uma reflexão sobre as possíveis relações entre os significados de discutir e discutere e elementos culturais brasileiros e italianos. Nesta etapa, com o objetivo de observar o processo decisório de brasileiros e italianos frente a uma discussão, bem como os sentimentos associados a esse processo, foram aplicados questionários baseados nas chamadas árvores de decisão. Tais questionários foram respondidos por 314 brasileiros e 219 italianos. Os resultados deste estudo apontam que os verbos discutir e discutere são usados de maneira diferente em PB e italiano e que são também diferentes as atitudes de brasileiros e italianos frente a discussões.This work, among other intercultural studies, has as its objective the analysis of the lexical units discutir and discutere in Brazilian Portuguese (BP) and Italian. From the perception that, in every-day use, the verb discutir frequently carries a negative connotation in BP whereas the verb discutere seems to have a positive use in most of the cases, this study departed from semantic elements in order to, then, approach a cultural issue: the meanings attributed to the verbs discutir and discutere were searched so that reflections on the possible connections between those meanings and Brazilian or Italian cultural aspects could be made. For that reason, this study has been divided into two sections: one focused linguistic matters and another focused on the cultural aspect. In the first stage of the work, the approach developed by linguist Anna Wierzbicka for the study of meanings was used. According to the linguist, from a systematic description of words, categories and constructions belonging to a language (by means of the so-called natural semantic metalanguage) the values and cultural norms of a society can be investigated. The methodology proposed by Wierzbicka was applied to the verbs discutir and discutere and, after the analysis of metalanguage proposed by Brazilian and Italian native speakers, we reached the conclusion that that methodology was insufficient for this study. Thus, the search for the meanings of discutir and discutere continued through a different methodology: the occurrences of these verbs in messages (called tweets) from microblogging Twitter. For that matter, a corpus composed of 739.420 tweets was compiled, and then, by applying some filters, reduced to 182.012 tweets. Out of these, 2.000 tweets in BP and 2.000 in Italian were classified manually as neutral/positive or negative according to the connotation taken by discutir and discutere, whereas the remaining 178.012 tweets were classified automatically by using the techniques of Natural Language Processing (NLP). In the second stage of the work, the aim was to carry out a reflection on the possible connections between the meanings of discutir and discutere and Brazilian and Italian cultural elements. In this stage, with the aim of analyzing the decision process of Brazilians and Italians before a discussion, as well as the feelings associated with that process, questionnaires based on the so-called decision trees were applied. Those questionnaires were answered by 314 Brazilians and 219 Italians. The results of this study show that the verbs discutir and discutere are used differently in BP and Italian and, also, that the attitudes of Brazilian and Italian speakers towards the discussions are different.
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Reed, Rick. "An applied model for communicating theological concepts cross-culturally." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.
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Roy, Brandy L. "An exploration of the role of intercultural training in developing intercultural competency among exchange students : a case study of rotary youth exchange." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/815.
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This study works with Rotary Youth Exchange to investigate the role of predeparture intercultural training in preparing students to study abroad so that they 5 positively integrate their experience to become interculturally competent people. The Intercultural Effectiveness Scale (IES) along with an intercultural background survey were administered to each student during the first one to four months of his or her exchange to measure his or her intercultural competency development and to learn li about the student's intercultural background. Developing explicit evidence for the role of intercultural training through this study proved unsuccessful because of the students' Jack of knowledge about the subject. However, through analysis of students' answers to decipher the quality of training received and comparing that information to the students' IES scores, the vital role of intercultural training in predeparture orientation is implied.
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Duyckers, Rebecca Louise. "Intercultural Communication Competence in upper primary students: International collaboration case studies using Web 2.0 technologies." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2350.
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Globalisation has seen our world become increasingly interconnected through the rapid expansion of digital technologies. Intercultural communication competence is a key aspect of global competence for young people to develop their skills, values and behaviours as global citizens. The rapid expansion of the social web (Web 2.0) enables teachers to create rich authentic learning experiences that foster the development of students’ intercultural communication competence through synchronous and asynchronous web tools. The inclusion of these learning experiences engage students beyond the traditional classroom, enabling them to improve and advance 21st Century skills of collaboration, critical and creative thinking, perseverance, interpretation and problem solving.
Intercultural communication competence encapsulates the ability to interact with people from another culture in appropriate and effective ways, involving not only language skills but also knowledge and a willingness to learn other cultures. Through a social constructivist approach, students’ intercultural interactions with web tools and each other promote the extension of human capabilities.
Current research predominantly focuses on the development of intercultural communication competence with students in tertiary institutions through telecollaboration or computer-mediated collaboration. Developing intercultural competence is a lifelong journey. This research study explored what intercultural communication competences developed in upper primary students in Australia when communicating and collaborating with same-age students internationally and interculturally through authentic learning environments facilitated by Web 2.0 tools. Additionally, the study explored if Web 2.0 tools could be used to facilitate collaborative projects online with students in upper primary from two different countries, with different native languages.
This research study utilised participatory action research methodology through exploratory case studies, combining techniques of case study approach with the use of multiple cases. Cross-case analysis using qualitative methodology was employed. Three case studies were undertaken. Upper primary students from an independent school in Western Australia collaborated with two cohorts of students from a school in Spain as separate case studies (case study one and two), and one cohort of students from a rural school in Thailand (case study three). Qualitative data included open-ended questionnaires and documentation data. Triangulation of the data occurred through teacher questionnaires, email correspondence and the researcher’s journal notes, creating a chain of evidence. The qualitative data set was analysed through progressive focus into emerging themes and codes to illustrate the students in Australia’s perspective. Through data reduction, categories emerged in the three dimensions of intercultural communication competence or the use of Web 2.0 tools to collaborate interculturally.
Results showed that students’ ICC was enhanced in all three dimensions of intercultural adroitness (behaviour), awareness (cognitive) and sensitivity (affective), the relative rank order of importance of these dimensions the same across all three cases. Intercultural behaviours emerged as the most frequent whilst intercultural sensitivity the lowest. Ethnocentric thinking and behaving, the tendency to evaluate, anxiety, persevering through language barriers, expectations and the importance of cultural distinctiveness were barriers exhibited through the intercultural communications. The structural and cultural characteristics of ICT in the schools participating enabled the international, intercultural collaborations to occur. Increase to the consistency, quality and quantity of student responses as well as collaborative skills, requires reflection and improvement.
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Stead, Katerina Bokova. "Education for global citizenship : an intercultural and cosmopolitan perspective." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/803.
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In response to the changes brought about by globalization, colleges and universities around the \Vorld are increasingly developing and expanding the 4 internationalization programs on their campuses. One important aspect of these programs that is often highlighted by institutions in their mission statements is the development of global citizenship among graduates. However, despite the rhetorical claims and apparent intemationalization activity aimed at producing global citizens, many recent reports suggest that most institutions in North America and elsewhere have not been successful in this goal. Two common issues in this failure are a Jack of clarity in the definition and purpose of global citizenship education, and Jack of appropriate assessment tools and practices. In light of these problems, this exploratory thesis examines two existing frameworks, cosmopolitanism and intercultural relations, in an effort to establish a strong theoretical foundation for the support and development of a moral, ethical, and social justice perspective of education for global citizenship programs in colleges and universities that reflects the traditions of a liberal education. Analysis of the existing scholarship in these two areas shows a commonality between the frameworks that is mostly unrecognized in the literature. Together, the similarities in these two theoretical frameworks combine to make a compelling argument for the continued development of global citizenship programs that focus on peace and social justice. In addition, these frameworks provide effective solutions for the critical problems faced by education for global citizenship programs.
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Shearer, Helen Dianne, and n/a. "Intercultural Personhood: A 'Mainstream' Australian Biographical Case Study." Griffith University. School of Curriculum, Teaching and Learning, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040921.082235.
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This thesis explores the question of intercultural personhood in two 'mainstream' Australian cases within interpersonal, intercultural relations in Australian contexts in the second half of the twentieth century. The problem is viewed through three disciplinary lenses: those of communication, psychology and sociology. A qualitative, interdisciplinary approach integrates these through an inductive biographical research design. Within cross-cultural communication studies, a host culture such as that of the Anglo-Australian majority is seen in a monolithic and static way to which Australians of other cultural backgrounds are seen to adapt. These studies give no place to the changes which members of the majority undergo. 'Intercultural personhood', a term coined by Kim (1988, 2001), describes the kinds of 'ethnic' individuals who through negotiating their identities within personal, social and mass communication contexts, both host and ethnic, move beyond the bounds of their own cultural heritage to embrace both their former cultural identity and the new 'host' (viz Australian) identity. In this thesis, the elements of cross-cultural adaptation theory and of 'intercultural personhood' are applied to the intercultural experience of 'mainstream' Australians. From preliminary memory work workshops and focus groups, the cases of two mainstream individuals who show some evidence of 'intercultural personhood' and make identity claims comparable with 'ethnic' adapters are then developed through biographical method. Their life accounts are drawn on for the exploration of issues of identity and personhood within interpersonal, intercultural relations. Major focus is given to the social psychology of Harre (1983, 1993, 1998), whose work provided both a conceptualisation and a methodological tool for the problem. In Harre's work, three dimensions of personhood, namely consciousness, agency and biography are identified together with the psycho-social processes through which an individual's identity and orientation to their culture is appropriated, transformed and publicised. This publication is then rejected or incorporated into the culture through processes of conventionalisation. These four psycho-social processes are explored in my study through an adaptation of assisted biography method (De Waele & Harre, 1979). The strength of the psycho-social approach of Harre lies in its ability to get below the surface behaviours to an analysis of the theory of self which individuals, as 'singular' beings, bring into play in their interactions within themselves and with one another. While this approach draws on social contexts to support the transformations, it is not designed to explicate to a sufficient degree the conditions under which such theories of self are activated and within which changes in identity occur and are maintained. For this reason it is essential to incorporate a sociological framework to understand the influence of the conditions within which such experiences are played out. Bourdieu's (1984, 1987) cultural, relational sociology is coupled with Harre's (1983, 1993, 1998) theory of personal and social being in that it brings together the individual and the society in a way which proves fruitful for ongoing analysis of the biographical data collected within the communication and psycho-social framework of the earlier research. Bourdieu's critique of a methodology based on biography points to the 'illusion' that is created through a biographical interview process. Taking this critique of biography into the study of interpersonal, intercultural relations meant a shift from the communication interactions and psycho-social analysis undertaken to an analysis of the various social constructions evident within the elements of the life account and a search for the cognitive imprint of social structures as durable dispositions within the persons. These dispositions are evident from within a social trajectory of the life and they are applied to the intercultural encounters recounted by the participants in their autobiographies. The addition of Bourdieu's (1984, 1987) sociology strengthens the ability to view the individual and the society through a single lens and to position the individual life course as secondary within a broader and primary analysis of social structure and social structuring as a means of interpreting lives. Its weakness lies in the degree of 'voluntariness' brought into effect as individuals both chart their course through life and are pushed and pulled by the various social forces at work within their trajectories. Within the scope of this thesis, these two approaches, that is, a psychological and a sociological one, are illustrated and incorporated into an interdisciplinary model for the study of interpersonal, intercultural relations. Further rigorous research to validate the components and the relationships of the model and to investigate these strengths and weaknesses more thoroughly is foreshadowed. This interdisciplinary model of interpersonal, intercultural relations is the major contribution of this work to the field of intercultural communication. Advances which are achieved through use of psychology, sociology and biographical research method as a tool through this study are also identified. The thesis concludes with a review of the contributions of the thesis and a discussion of the implications for future research on interpersonal, intercultural relations.
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Tai, Eiko. "Modification of the western approach to intercultural communication for the Japanese context." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3684.
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The field of intercultural communication has recently been introduced to Japan from the United States. The theories and concepts of this field have been developed based on Western social sciences, and they are likely to be culture-bound. This thesis investigates the possibility that modifying Western ideas in the field of intercultural communication would make the study of this subject more effective for Japanese learners.
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HOLLINGSWORTH, DIANA MORENO. "THE INTERVIEW: A CROSS-CULTURAL MODEL, STRATEGIES AND EVALUATIVE MEASURES." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184112.
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The rapid telescoping of the need to communicate cross-culturally in an ever widening range of contexts sets the basic circumstances for this study. Private and public sector interviewing become more important as cultural and cross-cultural factors emerge in coventuring enterprises. Standard interviewing programs and procedures do not usually focus on cross-cultural variables. A model is necessary through which to orchestrate the interview in a generic form and into which substantive illustrations for cross-cultural interviews can be placed. The Cube model designed by Dr. T. Frank Saunders, in his Double Think book, was adapted to this purpose and provides a comprehensive and exhaustive format for this study. The advent of CD ROM, high storage and easy retrieval computer technology, makes the design presented here an effective and efficient system for the collection and collation of demographic and ethnographic data. The Cube model and procedures set forth in this study should facilitate the data collection and development of an interview manual for cross-cultural interviewing.
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Pearce, Sam. "The carnival road : the eMzantsi Carnival and the promotion of intercultural interaction amongst the communities of Cape Town's southern peninsula." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/8112.
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Includes bibliographica references (leaves 98-104).The power of carnival has long been appreciated and theorised. However, the potential for harnessing that power specifically to facilitate intercultural interaction has not previously been examined. This study considers the application of both carnival theory and intercultural communication theory in the context of the eMzantsi Carnival, an event that was initiated to assist integration between the culturally diverse communities of Cape Town's southern peninsula. Qualitative material gathered during six in-depth interviews with a culturally diverse range of people closely involved in the creation of the inaugural eMzantsi Carnival was examined against the backdrop of the larger eMzantsi Participatory Action Research project.
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Jurva, Katrina. "Feeling Finnish and Canadian: Second-generation Finnish immigrant views on ethnic identity and intercultural communication." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27696.
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This thesis research contributes to the literature on Finnish Canadians, and in particular the second-generation, which has attracted limited scholarly attention. It examines how these individuals make sense of their Finnish ethnic and Canadian cultural identities, and the intercultural communication issues that emerge out of their sense of belonging to two cultures. Semi-structured interviews were conducted with 17 second-generation Finnish immigrants in the Ottawa area following Rubin and Rubin's (2005) responsive interviewing approach. It was found that these individuals identify strongly with being Canadian but largely experience symbolic ethnic identity, acknowledging their ethnicity as important but not living day-to-day within Finnish ethnic culture. While some did not report difficulties as a result of their two cultures, others experienced intercultural communication issues with Canadians and/or Finns. These findings suggest that, in some cases, even symbolic ethnic identity may result in intercultural communication issues with both ethnic and broader cultural group members.
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Ho, Shun Chi Clara. "Exploring intercultural miscommunication language contact and conflict in a Hong Kong office." HKBU Institutional Repository, 1996. https://repository.hkbu.edu.hk/etd_ra/68.
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Alsuwaidi, Alyazia. "Intercultural broadcasting : the approaches of DW-TV Arabia and TRT-Etturkiyye when targeting Arabic-speaking audiences." Thesis, Kingston University, 2013. http://eprints.kingston.ac.uk/26294/.
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This thesis introduces intercultural broadcasting as an alternative and more accurate term to that of the strongly associated term to propaganda: international broadcasting. It challenges theories of public diplomacy. and public sphere by criticising public diplomacy as a term due to its abandonment of the core element of its process that is the power of ordinary citizens' unity, and provides the Arabs and Muslims as an example of a strong transnational public sphere due to the availability of the elements of unity amongst the roots of their shared values system which shapes their culture. This thesis examines the approaches of DW-TV Arabia and TRT-Etturkiyye in building bridges when targeting Arabic speaking audiences by analysing their dialogical programme content, as well as the overall programme genres. The uniqueness of this study comes from two points: it is the first research done by one of the targeted audience's members of the DW-TV Arabia and second, the TRT-Etturkiyye is relatively new and has changed its policies within the last year. This thesis argues that, before building bridges, with the international world, countries are to build inner bridges with immigrants of the same nationalities as the international targeted groups. For instance, the Arabs and Muslims have lots of values in common that present them as a transnational public sphere; thus, Germany can seize the largest group of its immigrants - who are Muslims as well - to benefit from its public diplomacy efforts worldwide. Also, this thesis records the reactions of both DW - TV Arabia and TRT - Etturkiyye towards the Arab Uprising of 2011, which forced both to create new programmes, invite new Arab guests and adopt new airing schedules. This thesis was built upon original data collected from surveying ninety-one participants, general thematic analysis of four weeks of DW-TV Arabia and TRT-Etturkiyye programmes, and detailed content analysis of the equivalent of twelve hours of episodes for each channel. The content analysis has been divided into two phases: the first was before the Arab Uprising of 2011 and the second afterwards. This thesis attempts to propose an innovative intercultural approach, considering the reality of this era's current international affairs. It outlines how an intercultural Arabic broadcaster targeting other cultural audiences should look.
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Blanquet, Sarah Martine Dominique. "Puentes interculturales : Implicaciones de las creencias sobre la competencia intercultural de profesores en formación pertenecientes al máster MULTIELE." Thesis, Stockholms universitet, Romanska och klassiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118374.
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En el marco del programa Erasmus Mundus de Aprendizaje y Enseñanza de Español en contextos multilingües e internacionales (MULTIELE), profesores en formación de diferentes orígenes participan en estadías académicas en varias universidades localizadas en diferentes países y realizan prácticas en un contexto externo. La presente investigación busca analizar cuáles son las creencias de siete de estos profesores en formación con respecto a la competencia intercultural, en qué medida se ven influidas por sus experiencias vivenciales y sus aprendizaje durante el programa de máster. A través del análisis cualitativo de siete entrevistas semi-estructuradas, los resultados muestran una falta de definición del concepto de competencia intercultural y su trabajo en el aula, una estrecha vinculación entre las experiencias vivenciales y la concepción de la competencia intercultural y la necesidad de un mayor desarrollo teórico en el área durante el máster. La discusión y las conclusiones ofrecen sugerencias basadas en estas observaciones y sugieren futuras líneas de investigación.Within the Erasmus Mundus program for Teaching and Learning Spanish in Multilingual and International Contexts (MULTIELE), pre-service teachers from different backgrounds participate in academic stays in several universities located in different countries and complete their internships in an external context. This research paper seeks to analyze the beliefs of seven pre-service teachers regarding intercultural competence, taking into account their life experiences and the master’s program. Through the qualitative study of seven semi-structured interviews, results show a lack of definition in the concept of intercultural competence and its teaching, a tight link between life experiences and the conception of this competence and a need for theoretical training during the master’s program regarding this topic. The discussion and conclusions offer some proposals based on these observations and suggest further research lines.
Dans le cadre du programme Erasmus Mundus pour l'enseignement et l'apprentissage de l'espagnol en contextes multilingues et des internationaux (MULTIELE), des futurs enseignants de différents horizons participent à des séjours universitaires dans plusieurs universités situées dans différents pays et complètent leurs stages dans un contexte externe. Ce travail vise à analyser les croyances de sept futurs enseignants par rapport à la compétence interculturelle, en tenant compte de leurs expériences de vie et au long du programme de maîtrise. Grâce à l'étude qualitative de sept entretiens semi-structurés, les résultats montrent un manque de définition de la notion de compétence interculturelle et de son enseignement, un lien étroit entre les expériences de vie et la conception de cette compétence et la nécessité d'une formation théorique pendant le programme de maîtrise en ce qui concerne ce sujet. La discussion et les conclusions offrent des propositions fondées sur ces observations et suggèrent de nouvelles lignes de recherche.
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Baird, Devon A. "Intercultural Factors in the Peace Corps' Role as a Change Agent in the Empowerment of Rural Guatemalan Women." Thesis, University of the Pacific, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10934389.
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The purpose of this research study was to analyze the success of the Peace Corps’ Municipal Development Program in its role as a change agent in the empowerment of rural Guatemalan women, and includes an exploration into the intercultural factors that may have affected the outcomes. I used my Peace Corps site of Santa Cruz El Chol, Guatemala as the case study for this research. I reviewed literature in five areas to use as a foundation to guide my research. This included literature regarding Guatemalan history and Guatemalan women’s issues, women’s empowerment in the international development context, Peace Corps, change agentry, and intercultural relations. I obtained data from four different groups. I interviewed a focus group of female leaders from El Chol, obtained questionnaires from 42 rural women from El Chol and its surrounding villages, interviewed three Peace Corps Guatemala staff members, and gathered surveys from 18 returned Peace Corps volunteers. Qualitative and quantitative data were gathered via open-ended questions, multiple-choice questions, and scale-based questions. An analysis of the findings revealed implications in three areas. The first area focused on Guatemalan women who are especially vulnerable to institutional and domestic violence, which leads to a lack of educational and economic opportunities and continues to prevent their empowerment. Next, the Peace Corps volunteers were generally satisfied with their service, but felt traits of Guatemalan society and culture prevented them from positively influencing women’s empowerment. Additionally, findings revealed that Peace Corps volunteers served as change agents in that they saw themselves and were seen by others as positive role models for the Guatemalan women with whom they worked. Finally, time management styles, differences in perception of gender roles, and direct versus indirect communication styles sometimes clashed to cause issues in U. S. American and Guatemalan abilities to work effectively together.
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Tarantino, Marjorie W. "Discovering Korean learners' perceptions of intercultural encounters with their classmates." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/676.
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This thesis aimed to study and analyze the intercultural and intracultural encounters of students enrolled in an ESL writing class at a large community college in the mid-Atlantic region of the United States. Two basic questions guided the study: first, how did ESL students from Korea react to each other as well as to students from other countries while studying English in the United States; and second, how did these reactions affect Korean students' perceptions of their ESL classes? The purpose of this study was to investigate the intercultural experiences of Korean learners in an intensive ESL program, and based on its findings, to suggest ways to improve intercultural relations in such classes. The study used reflective journals to ascertain Korean learners' perceptions of their intercultural encounters with classmates. The study findings demonstrated a surprising candor and sophistication on the part of Korean learners to express themselves about these encounters. Based on the research findings, recommendations were made for incorporating intercultural relations sensitivity training into ESL course curricula. This descriptive study contributed to the body of education literature that advocates focusing more attention on students' perceptions of their learning environment.