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Journal articles on the topic 'Intercultural studies'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 January 2023

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1

Lalić, Ana. "Elementi della competenza comunicativa interculturale / Elements of Intercultural Communicative Competence." Journal of the Faculty of Philosophy in Sarajevo / Radovi Filozofskog fakulteta u Sarajevu, ISSN 2303-6990 on-line, no. 24 (November 10, 2021): 212–36. http://dx.doi.org/10.46352/23036990.2021.212.

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In this paper, we examine the possibility of teaching intercultural competence in high schools in the Sarajevo Canton. We conducted an analysis of two coursebooks in use in high schools, prescribed by the curriculum. The research objective is to examine the organization of intercultural teaching. In that sense, we first present an overview of teaching culture, as well as political goals elaborated in Europe during the 1990s. We start from the concept of language teaching and proceed with the definition of intercultural competence and its value according to the White Paper on Intercultural Dialogue, the Treaty of Maastricht and the Common European Framework of Reference for Languages (CEFR). Furthermore, we compare the data obtained by the analysis of the manuals with the goals of language teaching in Europe. The goal of the research is to put focus on elements of intercultural communication competence represented in the manuals to verify if it is possible to reach the goals determined by the Council of Europe. With that goal in mind, we conducted a qualitative analysis of the coursebooks with the aid of two tables of analysis which enable us to execute a contrastive analysis of the manuals and to compare intercultural elements with the counsels of the documents issued by the Council of Europe. Our hypothesis is that the manuals prescribed by the Ministry for Education, Science and Youth of the Sarajevo Canton represent the Italian culture in a traditional manner, and that they do not fully implement the CEFR instructions. This research can further be used in determining which manuals will be in use in high schools as well as in the curricular reform processes.

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2

Fox, Jerald L., and Jurgen Kramer. "Cultural and Intercultural Studies." Modern Language Journal 75, no. 3 (1991): 367. http://dx.doi.org/10.2307/328734.

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3

Van Doorn-Harder, Nelly. "Interreligious Studies, Intercultural Theology." Interreligious Studies and Intercultural Theology 1, no. 1 (March 27, 2017): 5–9. http://dx.doi.org/10.1558/isit.33084.

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Sándorová, Zuzana. "Developing Intercultural Competence at Slovak Secondary Schools." Journal of Intercultural Communication 21, no. 3 (July 12, 2022): 1–13. http://dx.doi.org/10.36923/jicc.v21i3.17.

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The importance of developing intercultural competence as one of the key competences in today’s rapidly changing and multicultural society has been spoken of often. The requirement of preparing interculturally competent communicators has therefore become one of the goals of today’s foreign language education. The aim of the present paper is to shed light on the practice of fostering intercultural skills in teaching English as a foreign language at Slovak secondary schools. The findings of the research, including observations of lessons, interviews with teachers, as well as analysis of teaching materials, reveals that the development of intercultural competence is still not integrated into foreign language education in Slovakia.

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Bayyurt, Yasemin, and Şebnem Yalçın. "Intercultural citizenship and pre-service teacher education." Journal of English as a Lingua Franca 11, no. 1 (March 1, 2022): 105–15. http://dx.doi.org/10.1515/jelf-2022-2072.

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Abstract This article explores the concept of intercultural citizenship and the significance of involving culturally sensitive issues in English language teaching and teacher education curriculum to train future global citizens. Before exploring ways to implement intercultural citizenship education from K-12 to university level, it is necessary to emphasize the need to integrate “intercultural citizenship education” into teacher education programs. In other words, English language teachers should become intercultural citizens themselves so that they can help their students to become intercultural citizens. In this paper, we emphasize the importance of training interculturally sensitive future teachers of English. In this respect, we report the findings of studies on intercultural telecollaboration projects involving cultural exchange between students in pre-/in-service teacher education programs in Turkey and abroad. We also suggest ways of increasing these intercultural citizenship courses and modules in training teachers to gain intercultural communicative competence and intercultural citizenship skills.

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Hollenweger, Walter J. "Intercultural Theology." Theology Today 43, no. 1 (April 1986): 28–35. http://dx.doi.org/10.1177/004057368604300104.

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“Intercultural theology is not just something that might be useful for students from the Third World, but it is part and parcel of any theology that pretends to be scholarly… Our cultural presuppositions define what is scholarship and what is not.”

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Lourdunathan, Antony Christy. "Intercultural Theology Competence for an Intercultural Faith Education." Religions 13, no. 9 (August 30, 2022): 806. http://dx.doi.org/10.3390/rel13090806.

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The article begins with clarifying what an Intercultural Faith Education would mean in a global culture that seems to be growing more pronounced in its pluralistic nature. Taking for granted the evident fact that Intercultural theology is the bedrock for a faith education in an intercultural context, it seeks to enumerate certain specific Intercultural theology competences that can render the process of intercultural faith education possible, significant and feasible. From a catechetical or faith education point of view, it analyses the three perspectives of faith that intercultural theology should promote, namely, the dialogic personalisation of faith, the prophetic challenging of faith and the cohesive exchange of faith—corresponding to personal and interpersonal dimensions, communitarian and social dimensions and expressive and missionary dimensions of faith, respectively. Each of these three perspectives declinate themselves into at least three specific competences, amounting to nine practical competences in all: comparative understanding, critical interpretation, cultural collaboration, the recognition of power equations, the ratification of identity formation, the recommendation of theological bonum, equality of expression in faith, an eagerness to learn and empathy in engagement. Interpreting each of these competences and their distinctive contributions, the article configures the foundational framework of intercultural theology for intercultural faith education in terms of these competences.

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Shuter, Robert. "Intercultural New Media Studies: The Next Frontier in Intercultural Communication." Journal of Intercultural Communication Research 41, no. 3 (November 2012): 219–37. http://dx.doi.org/10.1080/17475759.2012.728761.

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9

Timmermann, Waltraud. "„Interculture TV“: Interkulturelles Lernen durch Educasts." Glottodidactica. An International Journal of Applied Linguistics 38 (January 1, 2011): 7–19. http://dx.doi.org/10.14746/gl.2011.38.1.

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This paper gives an introduction to "Interculture TV", an educational videocast project initiated by the Department of "Intercultural Studies and Business Communications" at the Friedrich Schiller University, Jena. The project provides open access to audio-visual teaching/learning materials produced by intercultural student work groups and offers opportunities for cooperation. Starting from a definition of the term "educast", the article analyses the videocast episodes on Interculture TV and discusses their potential for inter-cultural instruction and learning.

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Jokikokko *, Katri. "Interculturally trained Finnish teachers' conceptions of diversity and intercultural competence." Intercultural Education 16, no. 1 (March 2005): 69–83. http://dx.doi.org/10.1080/14636310500061898.

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Carbaugh, Donal. "On Dialogue Studies." Journal of Dialogue Studies 1, no. 1 (2013): 9–28. http://dx.doi.org/10.55207/yfoe6143.

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Dialogue has become a powerful term and form of action in many academic, linguistic, and cultural communities. Over the past few years, several conferences have been convened to examine dialogue, intercultural dialogue, dialogic communication, or dialogic approaches to inquiry. Examples of these groupings are many including the Center for Intercultural Dialogue and the Dialogue Society, as are the conferences convened in the past decade by the European Union, the International Communication Association, and so on. All invite us to reflect upon and develop our notions of ‘Dialogue’ or ‘Intercultural Dialogue.’ As a key term ‘dialogue’ has assumed a prevalence, prominence, and potency in its meanings, and in its frequent declaration as a preferred form for human action. Who, indeed, would be against ‘dialogue’?

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12

Mehdaoui, Ahmed. "An Assessment of Undergraduate EFL Students’ Intercultural Competence at Ibn Khaldoun University of Tiaret." Arab World English Journal, no. 1 (January 20, 2023): 144–56. http://dx.doi.org/10.24093/awej/comm1.11.

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Today’s education places a strong emphasis on helping students become interculturally competent. Given its significance, the current study aims to evaluate the development of intercultural competence of undergraduate EFL students at the Ibn Khaldoun University of Tiaret. Because there are not many studies assessing or how to assess university EFL students’ intercultural competence in Algeria, it is necessary to research how much intercultural competence is incorporated into the current university English education program. Thus, the main question addressed is whether Algerian undergraduate EFL students have intercultural competence. To address this question, 36 third-year English major students at the Ibn Khaldoun University of Tiaret were randomly chosen to participate in the study. The measurement tool was a questionnaire with inquiries regarding the following three intercultural competence dimensions: attitudes, knowledge and skills. The findings of this study showed that although the participants’ intercultural attitudes and knowledge are high, they lack the intercultural skills that are essential for attentive intercultural speakers to interpret and use appropriate expressions associated with the cultural environment. As a result, this study strongly recommends that it is crucial to incorporate all the elements of intercultural competence in the current English curriculum at Algerian universities.

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Luka, Ineta. "Fostering Intercultural Dialogue in Tourism Studies." Policy Futures in Education 9, no. 1 (January 2011): 114–22. http://dx.doi.org/10.2304/pfie.2011.9.1.114.

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Spies, Kai. "Intercultural studies within a CLIL approach." Latin American Journal of Content and Language Integrated Learning 5, no. 1 (April 1, 2012): 33–45. http://dx.doi.org/10.5294/laclil.2012.5.1.3.

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Coleman, Nicole, and Ivett Guntersdorfer. "Intercultural Competence for Global German Studies." Die Unterrichtspraxis/Teaching German 52, no. 2 (September 2019): 138–45. http://dx.doi.org/10.1111/tger.12096.

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16

Atay, Ahmet, and Alberto González. "Introduction: Intercultural Studies within Central States." Communication Studies 69, no. 4 (June 25, 2018): 337–40. http://dx.doi.org/10.1080/10510974.2018.1472123.

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17

Barnlund, Dean C., and Shoko Araki. "Intercultural Encounters." Journal of Cross-Cultural Psychology 16, no. 1 (March 1985): 9–26. http://dx.doi.org/10.1177/0022002185016001002.

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Bleszynska, Krystyna M. "Constructing intercultural education." Intercultural Education 19, no. 6 (December 2008): 537–45. http://dx.doi.org/10.1080/14675980802568335.

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Bohlin, Henrik. "Bildungand intercultural understanding." Intercultural Education 24, no. 5 (October 2013): 391–400. http://dx.doi.org/10.1080/14675986.2013.826019.

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20

Cushner, Kenneth. "Achieving Intercultural Effectiveness." Education and Urban Society 20, no. 2 (February 1988): 159–76. http://dx.doi.org/10.1177/0013124588020002003.

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21

Téllez, Sergio, Juan Carlos Sandoval, and Octaviano González. "Intercultural University of Veracruz: a holistic project promoting intercultural education." Intercultural Education 17, no. 5 (December 2006): 499–505. http://dx.doi.org/10.1080/14675980601063843.

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22

Mostafaei Alaei, Mahnaz, and Fatemeh Nosrati. "Research into EFL Teachers’ Intercultural Communicative Competence and Intercultural Sensitivity." Journal of Intercultural Communication Research 47, no. 2 (January 23, 2018): 73–86. http://dx.doi.org/10.1080/17475759.2018.1424020.

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23

Lasauskiene, Jolanta. "Peculiarities of developing intercultural competence in music education Master’s degree studies." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 1 (June 28, 2017): 166–74. http://dx.doi.org/10.18844/gjhss.v3i1.1764.

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Razum, Ružica, and Marija Jurišić. "Methodical Approaches to Intercultural Education in Confessional Religious Education in the Republic of Croatia." Religions 13, no. 11 (November 17, 2022): 1112. http://dx.doi.org/10.3390/rel13111112.

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After many years of neglecting the religious dimension within intercultural education, today there is a broad consensus in Europe that religious education represents an important dimension in the intercultural education of young people. Awareness of the connection between intercultural and interreligious learning is becoming increasingly stronger and more present. One of the important questions related to intercultural education in general, and especially to the religious dimension of that education, relates to the qualification of the confessional religious education teachers with regard to the achievement of intercultural goals and especially the qualification to develop intercultural competence in students. This paper consists of two parts. The theoretical part elaborates on issues related to the development of intercultural competence in confessional religious education. The second part presents some of the results of the quantitative research (descriptive statistics methods were used), which was carried out in the Republic of Croatia and aimed to examine the attitudes and opinions of religious education teachers regarding the necessary intercultural competence for work in schools. The results have revealed that religious education teachers highly value the development of intercultural competence in students, as well as great motivation and openness of religious education teachers of confessional classes for the development of intercultural education. At the same time, they point to the relative scarcity of methods within religious teaching that promote intercultural and interreligious learning.

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25

BENNEGHROUZI, Fatima Zohra. "The Transformative Experience of Cultivating Empathy in Teaching Intercultural Studies as Substantiated in The Sociolinguistics and Gender Studies Master One Community." ALTRALANG Journal 1, no. 01 (July 31, 2019): 11–19. http://dx.doi.org/10.52919/altralang.v1i01.3.

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ABSTRACT: Different value systems, coupled with diverging communication styles and behaviours can build up into stern instances of miscommunication and conflict among cultural groups, both within and across societies. In this spirit, my paper probes the following question: How can learners of intercultural studies attain the flair to understand the dynamics of intercultural contact and the practical skills to successfully engage with cultural diversity? This is tested against the postulation which states that learners of intercultural studies can scarcely generate a trans-cultural competence in an eight-week lecture series. With this in mind and through the intercultural studies lecture series, my main objective is to call attention to the significance of cultivating empathy which becomes pivotal in the intercultural perception enacted by and cultivated in the Master 1 (Sociolinguistics and Gender Studies) inter-culturality classroom. The research tool employed in the present study is: An eight week structured observation describing the intercultural studies lecture series in action. This includes the distribution of 4 assignments to students which aims at gauging the development of their intercultural sensitiveness all along the eight week lecture series in the light of their classroom interactions. Issues relating to colonialism, religion, gender, racism, prejudice, interdependence and many more are also closely summoned up in the wake of such interactions. The strategy implemented throughout the course elaborates chiefly on Sitaram and Cogdell’s Value Classification Chart (1976) which contrasts mainstream values at work in different cultural environments, and the Worldwork’s Framework of International Competencies (2010) which propounds manoeuvres for trans-cultural sensitivity.

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EL Hadri, Oumeima. "Development of Moroccan University Students’ Intercultural Competence -Department of English Studies." International Journal of Language and Literary Studies 4, no. 2 (June 4, 2022): 37–59. http://dx.doi.org/10.36892/ijlls.v4i2.862.

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This article attempts to analyze the development of intercultural communicative competence in Moroccan universities to identify whether the pedagogy administered by teachers and educators caters to the intercultural competence goals and teaching objectives and whether students manage to develop their competencies over their undergraduate program. The researcher conducts questionnaires with 875 university students from three different English departments in three different universities and 40 observation classes. Besides, investigations are implemented on the curriculum content, the materials, and the teaching strategies involved in developing intercultural competence. Findings generated from data demonstrate that most Moroccan university students partly develop their intercultural competence from S2 to S6 on particular intercultural components, including attitudes, skills, and values. Conclusions attest that more efforts are to be considered by policymakers and educators to rethink the factors halting this development and design more advanced strategies and syllabi that contribute to the improvement of all intercultural components central to adequate and appropriate foreign communications.

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27

Komolsevin, Rosechongporn, Thomas J. Knutson, and Phan Datthuyawat. "Effective intercultural communication." Journal of Asian Pacific Communication 20, no. 1 (January 14, 2010): 90–100. http://dx.doi.org/10.1075/japc.20.1.05kom.

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This paper summarizes several studies conducted over the past fifteen years investigating Thai communication behavior. Thai cultural values emphasize social harmony, a trait strongly influencing intercultural communication effectiveness (ICE). Various studies are reported identifying those communication behaviors associated with ICE. The paper presents critical commentary about the methods and means of the research program and suggests ways in which Thai communication behavior contribute to ICE. The paper concludes with recommendations for future research.

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Kahl, Werner. "INTERCULTURAL HERMENEUTICS-CONTEXTUAL EXEGESIS." International Review of Mission 89, no. 354 (July 2000): 421–33. http://dx.doi.org/10.1111/j.1758-6631.2000.tb00223.x.

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Forward, Martin. "Book Reviews : Intercultural Education." Expository Times 103, no. 10 (July 1992): 319. http://dx.doi.org/10.1177/001452469210301035.

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Ferreira-Lopes, Luana, Ingrid Van Rompay-Bartels, Maria José Bezanilla, and Iciar Elexpuru-Albizuri. "Integrating SDG 12 into Business Studies through Intercultural Virtual Collaboration." Sustainability 14, no. 15 (July 22, 2022): 9024. http://dx.doi.org/10.3390/su14159024.

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Intercultural Virtual Collaboration (IVC) has been a growing field in recent decades as it allows students from different cultures to work together without having to move physically. Besides providing students with an authentic experience that they are going to encounter in their future professional careers in increasingly globalised and digitised workplaces, more recently, IVC has also been used as a means to engage university students from different cultures in social and political issues that are common across societies. In this paper, we present an analysis of an IVC project that involved undergraduate Business students from a university in Spain and a university in the Netherlands where students from both universities were asked to collaborate online to develop a business case to analyse how companies communicate about the way they integrate SDGs in the different cultures involved. A content analysis of group reports delivered by students was carried out. In addition, intercultural competence development was measured through a questionnaire. Results show that the IVC project contributed to raising students’ awareness of how companies approach SDGs and adapt their products to different cultures. Students were also perceived to have developed intercultural knowledge, intercultural virtual teamwork, intercultural attitudes and intercultural awareness.

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Havrilova, Liudmyla, Olena Beskorsa, Olena Ishutina, Halyna Kapnina, and Yana Topolnyk. "Introduction of Intercultural Communication Studies into the Curriculum of Pedagogical University." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 3 (August 13, 2021): 448–67. http://dx.doi.org/10.18662/rrem/13.3/461.

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The article presents the results of the performed research of implementing the intercultural communication studies into the future teachers’ professional training. The relevance of the research is proved by the strong need to prepare today’s youth for reaching mutual understanding and avoiding barriers in communication. The purpose of the research is to substantiate the need of introducing the intercultural communication studies into the curriculum of future teachers training for enhancing their intercultural communication competence. The analysis of the structure of the intercultural communication competence is carried out, based on which the content of the intercultural communication course is developed. The research includes three stages. The methods which are applied in the research are theoretical methods for analysing the literature, modelling for substantiating the course content, and interpretive methods for assessing the research results. The article covers the main topics of the course, aimed at gaining culture knowledge and developing intercultural skills, behaviour abilities and attitude. To enhance future teachers’ intercultural competence, two methodological approaches are used: social scientific approach and interpretive methods. The effectiveness of the course is proved through measuring the level of language skills, assessed by Standardised test Cambridge English First, and behaviour abilities, assessed by a number of direct and indirect methods.

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Hokenson, Jan Walsh. "Intercultural Autobiography." a/b: Auto/Biography Studies 10, no. 1 (January 1995): 92–113. http://dx.doi.org/10.1080/08989575.1995.10815060.

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Simpfendörfer, Werner. "Intercultural Living, Ecumenical Learning: Steps towards an Intercultural Theology of the Laity." Ecumenical Review 45, no. 4 (October 1993): 397–401. http://dx.doi.org/10.1111/j.1758-6623.1993.tb02883.x.

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Alexander, Bryant Keith, Lily A. Arasaratnam, Roberto Avant-Mier, Aisha Durham, Lisa Flores, Wendy Leeds-Hurwitz, S. Lily Mendoza, et al. "Defining and Communicating What “Intercultural” and “Intercultural Communication” Means to Us." Journal of International and Intercultural Communication 7, no. 1 (January 2, 2014): 14–37. http://dx.doi.org/10.1080/17513057.2014.869524.

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Paleologou, Nektaria. "Intercultural education and practice in Greece: Needs for bilingual intercultural programmes." Intercultural Education 15, no. 3 (September 2004): 317–29. http://dx.doi.org/10.1080/1467598042000262608.

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36

Jones, Russell A. "Review of Handbook of Intercultural Training, Vol. 3: Area Studies in Intercultural Training." Contemporary Psychology 30, no. 12 (December 1985): 998. http://dx.doi.org/10.1037/023436.

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37

Wong, E. David. "Beyond “It was Great”? Not so Fast!" Frontiers: The Interdisciplinary Journal of Study Abroad 26, no. 1 (November 11, 2015): 121–35. http://dx.doi.org/10.36366/frontiers.v26i1.362.

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This article is a response to “Beyond It Was Great” argument that dominates much of the recent study abroad research literature. This argument is based on assertions: growth in students’ intercultural competence is disappointing, and students’ intercultural competence is best developed when experts intervene and students engage in deliberate reflection. I point to results from large study abroad studies to raise questions about assertions that student growth is “disappointing” and that the interventionist approach is the best approach to developing students’ intercultural competence. I question the term “intervention” and the assumptions it carries about students becoming more interculturally competent. I describe two alternatives to the interventionist approach that have a distinctly different view of how intercultural competence develops and the respective roles of the teacher and students. I conclude that diversity of assessments and instructional approaches is critical for the future of research and practice in the relatively young field of study abroad.

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Hřebačková, Monika, and Martin Štefl. "Challenging intercultural discomforts: Intercultural communicative competence through digital storytelling." Training, Language and Culture 6, no. 3 (September 22, 2022): 78–88. http://dx.doi.org/10.22363/2521-442x-2022-6-3-78-88.

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Discomfort perceived by speakers in intercultural situations becomes one of the main psychological factors which makes speakers give up attempts at communication and may result in frustration or inefficient communication. The article discusses the pedagogical potential of digital storytelling, understood as multimodal pedagogy that encourages creative expression and self-representation, as a tool for challenging and mitigating perceived communicational and intercultural discomfort within the context of intercultural competence development and training. The authors argue that collaborative digital storytelling in multicultural teams raises intercultural awareness by creating a safe, structured, and facilitated (virtual) space for students to develop their ability to interact with people from another country and culture in a foreign language and represents a viable tool of challenging and overcoming intercultural discomfort by providing an opportunity for repeated intercultural interaction through negotiation of meaning and intersubjective construction of knowledge as well as by providing motivating real-life context for students’ work. In supporting dialogic and constructivist approaches to educational practice, digital storytelling is fully equipped to provide a viable alternative to direct instruction and transmissive models of teaching. In addition to this, by providing a digital element, digital storytelling allows students to reflect on the culturally as well as technologically mediated nature of communication.

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Reznik, Yuriy M. "From Philosophy over cultures towards Intercultural philosophy? (Reflection on “Intercultural philosophy: origins, methodology, problematics, prospects” by M.T. Stepanyants)." Civilization studies review 4, no. 2 (2022): 88–100. http://dx.doi.org/10.21146/2713-1483-2022-4-2-88-100.

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The article presents a review of the book by M.T. Stepanyants “Intercultural Philosophy: origins, methodology, problems, prospects” [1]. It discusses the problems of intercultural philosophy, i.e. its status, principles and rules, as well as the possibilities of intercultural cognition, including the criteria of environmental friendliness and fairness. Interculturality is considered as an alternative to the policy of multiculturalism and cultural universalism with its Western-centrist logic. And the intercultural approach is analyzed as a new cartography of philosophy. At the same time, the author makes a number of assumptions about countering Western dominance in Russian philosophy and the need to strengthen its ideological sovereignty.

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40

Matenhauer Urbinatti, Alberto. "Intercultural communication and science and technology studies." Tapuya: Latin American Science, Technology and Society 4, no. 1 (January 1, 2021): 1907906. http://dx.doi.org/10.1080/25729861.2021.1907906.

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Trbojević Milošević, Ivana. "Contrastive Pragmatics and Corpora: Toward Intercultural Studies." Примењена лингвистика 22 (2021): 7–20. http://dx.doi.org/10.18485/primling.2021.22.1.

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MacDonald, Malcolm N. "The discourse of ‘thirdness’ in intercultural studies." Language and Intercultural Communication 19, no. 1 (November 30, 2018): 93–109. http://dx.doi.org/10.1080/14708477.2019.1544788.

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43

Singh, Michael Garbutcheon. "TOWARDS A STRATEGIC REDEFINITION OF INTERCULTURAL STUDIES." Discourse: Studies in the Cultural Politics of Education 7, no. 2 (April 1987): 69–85. http://dx.doi.org/10.1080/0159630870070205.

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Hasian, Marouf Arif. "Untimely meditations:Praxis, critical intercultural studies, and memoricide." Journal of International and Intercultural Communication 9, no. 3 (June 16, 2016): 268–71. http://dx.doi.org/10.1080/17513057.2016.1193934.

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45

Simoničm, Peter. "Statehood and Intercultural Dialogue." Anthropological Journal of European Cultures 19, no. 1 (March 1, 2010): 131–45. http://dx.doi.org/10.3167/ajec.2010.190110.

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Contemporary political rituals have been a neglected topic in Slovenian ethnology and anthropology. This article presents celebrations of Slovenian statehood in the period of transition - from 1991 to the present - which were being organised in the Republic Square (Trg Republike) and cultural centre Cankarjev dom in Ljubljana, and have been outlining the components of Slovenian political mythology and offering solutions for the new national future. The analysis is focused on the holders of political, cultural and media systems. It attempts to disclose the significance and use of the concept of intercultural dialogue in contemporary Slovenian society by exploring the relationship between ritual and its social background.

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Ydesen, Christian. "Intercultural policies and education." Intercultural Education 24, no. 5 (October 2013): 498–500. http://dx.doi.org/10.1080/14675986.2013.843242.

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van Driel, Barry. "Intercultural Innovation Award 2017." Intercultural Education 29, no. 5-6 (November 2, 2018): 651–66. http://dx.doi.org/10.1080/14675986.2018.1507300.

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Nausner, Michael. "Intercultural Hermeneutics: Intercultural Theology, written by Henning Wrogemann Theologies of Mission: Intercultural Theology, written by Henning Wrogemann A Theology of Interreligious Relations: Intercultural Theology, written by Henning Wrogemann." Mission Studies 38, no. 1 (May 20, 2021): 170–74. http://dx.doi.org/10.1163/15733831-12341783.

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Khukhlaev, O. E., V. V. Gritsenko, S. B. Dagbaeva, V. V. Konstantinov, T. V. Kornienko, E. V. Kulesh, and T. T. Tudupova. "Intercultural Competence and Effectiveness of Intercultural Communication." Experimental Psychology (Russia) 15, no. 1 (2022): 88–102. http://dx.doi.org/10.17759/exppsy.2022150106.

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The article aims to present the results of the study of intercultural competence as a predictor of effective intercultural interaction. The mechanism by which this effect is achieved is currently poorly understood. The study involved students from Russian universities (N=748) aged 18 to 25 years (M=20.09, SD= 1.73). 85% of the sample were women. The following methods were used: “Integrative questionnaire of intercultural competence”, the Scale of intergroup anxiety U.The scales of Attributive confidence and perceived predictability and Self-assessment of the effectiveness of cross-cultural communication was from the studies of W. Gudykanst, Scale of evaluation of the desire to interact with a partner of other cultures. All scales were modified for the study and showed good reliability. The theoretical model was tested using path analysis. The effects of all components of the integrative model of intercultural competence on the desire to interact with a partner in intercultural communication and self-assessment of its effectiveness were found, except for the “lack of ethnocentrism”sub-scale. It is also shown that the effects of cross-cultural interest and cross-cultural stability on the perceived effectiveness of communication with a foreign cultural partner and the desire to interact with them are mediated by intergroup anxiety and perceived predictability of cross-cultural communication.

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Dine, Charles Biradzem. "Intercultural Living Together, the Integration and Recognition of Self and Other: Applied Intercultural Ethics." Journal of Intercultural Communication 21, no. 3 (July 12, 2022): 55–69. http://dx.doi.org/10.36923/jicc.v21i3.21.

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Abstract:

Rising global multidimensional migration has altered human/cultural interaction where one now needs to welcome another and the other needs to be welcome. Notwithstanding the intensified interaction, the resulting intercultural paradigm encounters myriad dehumanizing, alienating and subjugating challenges. While juxtaposing Europe’s and Quebec’s intercultural experiences, this article examines these challenges as fallouts of the difficulties or the unwillingness to complement the integration and recognition of self and other in fostering interactive intercultural communication to achieve intercultural living together. It underscores the exploitation of a pragmatic aptitude toward applied intercultural ethics – otherwise known as practical wisdom – to enhance deliberative reciprocity and motivate introversive and extroversive enhancements of the transition from simple living together to intercultural living together.

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