Relevant bibliographies by topics / Interculturalism

Academic literature on the topic 'Interculturalism'

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Published: 4 June 2021
Last updated: 9 March 2023

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Journal articles on the topic "Interculturalism"

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Chin, Daryl. "Interculturalism, Postmodernism, Pluralism." Performing Arts Journal 11, no. 3 (1989): 163. http://dx.doi.org/10.2307/3245434.

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Taylor, Charles. "Interculturalism or multiculturalism?" Philosophy & Social Criticism 38, no. 4-5 (May 2012): 413–23. http://dx.doi.org/10.1177/0191453711435656.

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This essay discusses the difference between the concepts of multiculturalism and interculturalism, both concepts which are current on the Canadian scene. It argues that the difference between the two is not so much a matter of the concrete policies, but concerns rather the story that we tell about where we are coming from and where we are going. In some ways, we could argue that interculturalism is more suitable for certain European countries.
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Cody, Gabrielle, and Lee Breuer. "Lee Breuer on Interculturalism." Performing Arts Journal 11, no. 3 (1989): 59. http://dx.doi.org/10.2307/3245427.

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Hunter, Mead. "Interculturalism and American Music." Performing Arts Journal 11, no. 3 (1989): 186. http://dx.doi.org/10.2307/3245436.

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Tamagni, Jordan, and James Clifford. "Recent Writing on Interculturalism." Performing Arts Journal 11, no. 3 (1989): 235. http://dx.doi.org/10.2307/3245441.

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Daly, Ann, and Gayatri Chakravorty Spivak. "Recent Writing on Interculturalism." Performing Arts Journal 11, no. 3 (1989): 238. http://dx.doi.org/10.2307/3245442.

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Cummings, Scott T., and Alessandro Falassi. "Recent Writing on Interculturalism." Performing Arts Journal 11, no. 3 (1989): 240. http://dx.doi.org/10.2307/3245443.

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Robinson, Marc, and Martin Banham. "Recent Writing on Interculturalism." Performing Arts Journal 11, no. 3 (1989): 242. http://dx.doi.org/10.2307/3245444.

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Besley, Tina, Michael A. Peters, and Jiang Xaioping. "Interculturalism, Ethnocentrism and Dialogue." Policy Futures in Education 9, no. 1 (January 2011): 1–12. http://dx.doi.org/10.2304/pfie.2011.9.1.1.

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Klimke, Daniela. "Interculturalism in the Police." European Journal of Policing Studies 2, no. 4 (June 2015): 363–82. http://dx.doi.org/10.5553/ejps/2034760x2015002004003.

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Dissertations / Theses on the topic "Interculturalism"

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Gall, Robert. "The Role of Personality in Interculturalism and the Self-Enhancement of Interculturalism| A Cross-sectional Multivariate Analysis." Thesis, Northcentral University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3731109.

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Research on the Big Five Factors of personality has generally demonstrated its predictive ability in regards to a variety of psychological constructs. This study addressed whether or not the Big Five Factors of personality had the same predictive ability in regards to an intercultural mindset, a constructivist construct that determines how individuals assess and interact with difference, and an individual’s tendency to self-enhance their intercultural mindset. Since most of the research has been focused on the Big Five Factors of personality, the subfacets of each of the Big Five Factors were also examined to determine if the subfacets provided a better predictive model. Data collected from first year college students in a Midwest parochial university through a cross-sectional design was utilized. Maximum Likelihood Methods were then utilized to reduce the number of personality factors for an intercultural mindset and the self-enhancement of an intercultural mindset followed by multiple backwards regressions to determine the potential relationships. Extraversion was negatively correlated and Agreeableness was positively correlated to an intercultural mindset at the Big Five level of personality (p = 0.005, R2 = 0.056, f2 = 0.059), while Excitement Seeking was negatively correlated and Ideas were positively correlated to an intercultural mindset at the subfacet level of personality (p = 0.002, R2 = 0.068, f2 = 0.073). While the effect size of these two research questions is small, it does provide some understanding to the value that self-reflection, the ability to cope with anxiety, and a capacity for cognitive complexity may play in developing an intercultural mindset. For the self-enhancement of an intercultural mindset, Extraversion was positively correlated and Agreeableness was negatively correlated at the Big Five level of Personality (p = 0.005, R2 = 0.056, f2 = 0.059), while Excitement seeking and Anxiety were both positively correlated at the subfacet level of personality (p = 0.000, R2 = 0.084, f2 = 0.092). It appears that cognitive complexity, effective coping strategies for anxiety, and empathy are necessary skills to minimize the self-enhancement of an intercultural mindset.

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com, ssigler227@gmail, and Steven Matthew Sigler. "Renewing Societies: Interculturalism and the Creative Sojourner." Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20100203.142632.

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From their nascent beginnings during World War II to their good governance and capacity building focus under the Post-Washington Consensus of the early 21st century, international development activities have encompassed a particular world view. This world view, founded on Western historical materialism and a normative perspective, rationalizes “the project” as the predominate form of development assistance and the “expert” or “volunteer” as its agent. Yet this approach to development, although at times successful, has often proved to be unsustainable in the absence of international financing and expertise. Still, there is an alternative approach available when one recognizes that what the vast majority of people want is security for themselves, their families, and their lifestyles.1 From this approach, the focus of development is shifted away from what people do not have (be it material comforts, infrastructure, or good governance) and sets it on the critical roles culture, individual growth, and informal association have in community development. In this approach, human agency at the interpersonal level becomes critical in the diffusion of social, political, economic, and technological innovation and, accordingly, the decisive factor in poverty reduction. That is to say, development that can address poverty must come from within the social classes that experience it. To explore how the international development community can act on this alternative approach, this thesis provides a review of the theory, practice, and consequences of international development to the present day and, from that lead, builds a theoretical argument for the individual creative sojourner as a primary messenger of development. In addition, it presents an exploratory case study of creative sojourners in Timor-Leste and, from their ideas and insights, proposes policy considerations for an overseas apprenticeship program that would support the efforts of trades people, agriculturalists, and small entrepreneurs in improving their lives and, in the process, renewing their societies.
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Sigler, Steven M. "Renewing societies : interculturalism and the creative sojourner /." Murdoch University Digital Theses Project, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20100203.142632.

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Sigler, Steven. "Renewing Societies: Interculturalism and the Creative Sojourner." Thesis, Sigler, Steven (2007) Renewing Societies: Interculturalism and the Creative Sojourner. PhD thesis, Murdoch University, 2007. https://researchrepository.murdoch.edu.au/id/eprint/1691/.

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From their nascent beginnings during World War II to their good governance and capacity building focus under the Post-Washington Consensus of the early 21st century, international development activities have encompassed a particular world view. This world view, founded on Western historical materialism and a normative perspective, rationalizes “the project” as the predominate form of development assistance and the “expert” or “volunteer” as its agent. Yet this approach to development, although at times successful, has often proved to be unsustainable in the absence of international financing and expertise. Still, there is an alternative approach available when one recognizes that what the vast majority of people want is security for themselves, their families, and their lifestyles.1 From this approach, the focus of development is shifted away from what people do not have (be it material comforts, infrastructure, or good governance) and sets it on the critical roles culture, individual growth, and informal association have in community development. In this approach, human agency at the interpersonal level becomes critical in the diffusion of social, political, economic, and technological innovation and, accordingly, the decisive factor in poverty reduction. That is to say, development that can address poverty must come from within the social classes that experience it. To explore how the international development community can act on this alternative approach, this thesis provides a review of the theory, practice, and consequences of international development to the present day and, from that lead, builds a theoretical argument for the individual creative sojourner as a primary messenger of development. In addition, it presents an exploratory case study of creative sojourners in Timor-Leste and, from their ideas and insights, proposes policy considerations for an overseas apprenticeship program that would support the efforts of trades people, agriculturalists, and small entrepreneurs in improving their lives and, in the process, renewing their societies.
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Sigler, Steven. "Renewing Societies: Interculturalism and the Creative Sojourner." Sigler, Steven (2007) Renewing Societies: Interculturalism and the Creative Sojourner. PhD thesis, Murdoch University, 2007. http://researchrepository.murdoch.edu.au/1691/.

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From their nascent beginnings during World War II to their good governance and capacity building focus under the Post-Washington Consensus of the early 21st century, international development activities have encompassed a particular world view. This world view, founded on Western historical materialism and a normative perspective, rationalizes “the project” as the predominate form of development assistance and the “expert” or “volunteer” as its agent. Yet this approach to development, although at times successful, has often proved to be unsustainable in the absence of international financing and expertise. Still, there is an alternative approach available when one recognizes that what the vast majority of people want is security for themselves, their families, and their lifestyles.1 From this approach, the focus of development is shifted away from what people do not have (be it material comforts, infrastructure, or good governance) and sets it on the critical roles culture, individual growth, and informal association have in community development. In this approach, human agency at the interpersonal level becomes critical in the diffusion of social, political, economic, and technological innovation and, accordingly, the decisive factor in poverty reduction. That is to say, development that can address poverty must come from within the social classes that experience it. To explore how the international development community can act on this alternative approach, this thesis provides a review of the theory, practice, and consequences of international development to the present day and, from that lead, builds a theoretical argument for the individual creative sojourner as a primary messenger of development. In addition, it presents an exploratory case study of creative sojourners in Timor-Leste and, from their ideas and insights, proposes policy considerations for an overseas apprenticeship program that would support the efforts of trades people, agriculturalists, and small entrepreneurs in improving their lives and, in the process, renewing their societies.
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Avena, Koenigsberger Alexandra Danielle. "Latin-American interculturalism: a multicultural model of education for Mexico." Doctoral thesis, Universitat Pompeu Fabra, 2018. http://hdl.handle.net/10803/664891.

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This thesis analyses whether multiculturalism is an adequate framework in order to advance in ethnocultural justice in the Latin American region, with a special focus on Mexico. Simultaneously, it analyses whether the claim of interculturalists regarding the need to leave behind multiculturalism is an accurate claim. Despite the critiques directed to multiculturalism, it will be argued that its principles are still adequate for these societies. To arrive to that conclusion, an analysis will be done of the different versions of interculturalism. While doing so, it will bring to the foreground the version of Latin American interculturalism which will be critically analyzed. After doing so, a model of multiculturalism for Latin American societies will be suggested, which puts together the principles of multiculturalism and the concerns of Latin American interculturalists. This model will be called Latin American Interculturalism.
Esta tesis analiza si el multiculturalismo es una teoría adecuada para avanzar hacia una mayor justicia etnocultural en la región latinoamericana y, con especial énfasis, en México. De manera simultánea, analiza si los reclamos hechos por el interculturalismo con respecto a la necesidad de dejar atrás al multiculturalismo son válidos. Aun cuando el multiculturalismo ha sido arduamente atacado por el interculturalismo, en esta tesis se defenderá que los principios del multiculturalismo son válidos para nuestras sociedades. Para llegar a esta conclusión, se hará un análisis de las distintas versiones de interculturalismo. Con motivo de ello, a su vez, se traerá a debate la versión Latinoamericana de Interculturalismo, la cual será críticamente analizada. Finalmente, se desarrollará y propondrá un modelo de multiculturalismo para las sociedades latinoamericanas, la cual junta los principios del multiculturalismo y las preocupaciones de los interculturalistas en Latinoamérica. Este modelo multicultural será llamado Interculturalismo Latinamericano.
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Sherlow, Lois Juanita. "Towards interculturalism: A critical history of contemporary drama in Canada." Thesis, University of Ottawa (Canada), 1996. http://hdl.handle.net/10393/10363.

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In the late sixties in Canada, the emerging alternative theatre adapted dramaturgical models, many of them from the international countercultural movement of the period, which served as means of challenging the primacy of the playwright and of creating a new decentralized iconography of the Canadian people. In the process of doing so, however, this theatre left many colonialist practices unexamined, and effectively succeeded in disseminating nationalist or centralizing mythologies of utopian populism. Thus, the suppressive effects of colonialism were ironically prolonged as the new nationalist theatre continued to produce marginalizing effects. This study reframes critical perspectives on contemporary theatrical values and practices in Canada by revisiting the ways in which colonialist representation inscribed subordination and marginality in the first place. Since 1980, there has been a significant subversion and effacement of nationalist ideology by the very groups which had been suppressed by the universalizations of populism. In addition, the adoption by many practitioners of decentred, postmodern textuality combined with experimentation in interdisciplinary techniques has created performance modes more adaptable to cultural reality. In Canadian theatre of the nineties, it has become common practice to historicize unitary narratives of culture and self-identity and to construct, instead, intercultural texts which acknowledge the co-presence of universality and difference, and which assist in drawing spectators with diverse cultural expectations into communal experience.
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PAIXÃO, ANTONIO JORGE PARAENSE DA. "INTERCULTURALISM AND POLITICS IN SCHOLL EDUCATION INDIGENOUS VILLAGE TEKO HAW - PARÁ." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=17637@1.

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Este trabalho investiga a relação que a comunidade indígena Tembé, da aldeia Teko Haw, localizada à margem esquerda do Rio Gurupi, município de Paragominas (PA), divisa com o estado do Maranhão, mantém com a sua escola. Utilizando-nos da observação participante, de entrevistas junto aos professores indígenas e não indígenas e à coordenação das escolas, bem como da incursão a documentos e leis que fundamentam esta modalidade de ensino, buscamos compreender os significados e percalços locais assumidos por uma política educacional pautada pelo conceito de interculturalidade. Para isso, nos utilizamos do conceito de cultura da escola, de forma a investigar como a escola da aldeia Teko Haw constitui um território físico e simbólico separado da cultura da aldeia, tanto no que diz respeito às concepções e à gestão do tempo, quanto naquilo que os atores identificam como o objetivo da educação escolar. O trabalho discorre inicialmente sobre a legislação e contextualiza a Educação Escolar Indígena (EEI) no Estado do Pará e em Paragominas, sobre o povo Tembé, os conceitos de Interculturalidade e Cultura Escolar e finalmente apresenta a relação escola x comunidade. Deu-se especial atenção aos modos pelos quais a comunidade indígena faz uso simbólico e político da escola, tanto no contexto étnico das aldeias tembé, quanto no contexto interétnico, na sua relação com a sociedade regional. Tais usos nos servem para analisar tanto as condutas dos gestores e professores não indígenas que atuam junto às escolas indígenas, quanto o modo pelo qual as lideranças indígenas atuam junto à escola, de forma a tornar a relação intercultural menos assimétrica.
The thesis investigates the relation that the indigenous community Tembe, Teko Haw village, located on the left bank of the River Gurupi, county Paragominas (PA), border with the state of Maranhao, keeps with their school. Using the participant observation, interviews with teachers indigenous and non indigenous and the coordination of schools, as well as the incursion of documents and laws that support this type of education, we seek understand the local meanings and mishaps made by a educational policy based the concept of interculturalism. For this we use the concept of school culture in order to investigate how the village school Teko Haw constitute a physical and symbolic territory separated from the culture of the village, both with regard of the conceptions and the management of time, when what actors to identify how the goal of the school education. The paper deals initially with the legislation and sets the ERA in the state of Pará and Paragominas on the Tembe people, the concepts of Culture and Intercultural school and finally presents the relation x community school. Gave up a particular attention to the ways in which the Indian community makes use of the school in a symbolical and political way, both in the context of ethnic villages Tembe, as in the interethnic context of its relationship with the regional society. Such uses will help us analyze the behavior of both managers and non-native teachers who work with indigenous schools, and the way in which indigenous leaders make the school so as to make the intercultural relation less asymmetrical.
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Luca, Ana. "Convivência intercultural e interétnica através da arquitetura." Master's thesis, Universidade de Lisboa, Faculdade de Arquitetura, 2018. http://hdl.handle.net/10400.5/16784.

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Dissertação de Mestrado Integrado em Arquitetura, com a especialização em Arquitetura apresentada na Faculdade de Arquitetura da Universidade de Lisboa para obtenção do grau de Mestre.
O presente Projeto Final de Mestrado tem subjacente a exploração e análise teórica da temática do multiculturalismo. A necessidade de conceptualizar este tema e temáticas associadas, teve como finalidade entender a vivência em comunidades em que a coexistência e até a fusão de culturas é notória. A área de intervenção delimitada foi um quarteirão adjacente à zona do Martim Moniz em Lisboa, sendo esta zona da cidade particularmente caracterizado pela multiculturalidade, é um polo de atração para a fixação e deambulação de imigrantes, autóctones, visitantes, turistas. O entendimento do espaço e das suas características permitiu delinear uma proposta de intervenção arquitetónica, possibilitando a proposição de um programa que responda às necessidades detetadas, de modo a promover a integração e interação social. No fundo a intenção passa por promover a requalificação do quarteirão junto à Praça do Martim Moniz, tendo como estratégia primordial a proposição e criação de um mercado multicultural, enquanto espaço público possibilitador de dinâmicas de interculturalidade e que seja um ponto de atratividade e de referência não só local, mas no contexto da cidade global.
ABSTRACT: This Final Master’s degree Project has underlying the exploration and theoretical analysis of the theme of multiculturalism. The need to conceptualize this theme and associated topic, had intended to understand the living in communities in which coexistence and fusion of cultures is notorious. The intervention area enclosed was a block adjacent to the area of Martim Moniz in Lisbon, and this part of the town is particularly characterized by multiculturality, being a pole of attraction for fixing and ambulation, autochthonous, immigrant visitors, tourists. The understanding of space and its features made it possible to outline a proposal for architectural intervention enabling the proposition of a program that responds to the needs detected, in order to promote integration and social interaction. Deep down, the intention is to promote the requalification of the block next to Martim Moniz Square, having as primary strategy the proposition and the creation of a multicultural market, while enabler of dynamic public space of interculturality and be a point of reference and attractiveness not only locally, but in the context of the global city.
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Cuxima-Zwa, Chikukuango Antonio. "Angolan body painting performances : articulations of diasporic dislocation, postcolonialism and interculturalism in Britain." Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/7589.

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This ‘practice-informed’ doctorate research is the beginning of a creative investigation, integration and unification of theory and practice as a method of analysis of ideas about my performances, and the context it emerged from: my experiences of the postcolonial and intercultural relationship between Angola and Britain. It focuses on the trajectories of the self that are ‘re-invented’ as a process of evolution and as a result of migration and dislocation in the British diaspora. It looks deeply at the complex interplay of my practice of body painting, as a symbolic ritual and dance in relation to notions of “origin” and “identity” and other sources of influences. The roots of Angolan cultural traditions and the veneration of the Angolan ancestral spirit when I perform play an important part in my work and this research strives to simplify my ideas of body and spirit, material and aesthetic. However, this research analyses, investigates and interrogates Angolan contemporary arts and artists and the progress of their practice in the Britain postcolonial and intercultural setting. At the core of this research is a comparative interrogation of contemporary art practices, artists and their influences on my work in order to contextualise my own practice and its implications and generative potential. I describe the main artists that influenced my practice (Pablo Picasso, ean- ichael as uiat and ela ansome ni ulapo-Kuti compare my or ith the or s of other non- estern artists oco usco, uillermo me - e a and ani-Kayode) who work with reference to ancient traditions as a fictional and racial identity. Furthermore, it is suggested by Gen Doy that artists working with ancient traditions and producing these types of works in the west are stereotyped and their works are considered backward and unsophisticated; their or s suffered and continue to suffer “discrimination on the grounds of race…” Doy, 2000: 15 n other words, this takes place when these artists attempt to present their works in mainstream western galleries, shows and festivals. I argue that much ancient Angolan tradition has lost its voices through the process of modernisation, civilisation, colonialism and capitalism. The key issue I am addressing is that my performances and the or s of these artists use the body to explore notions of ‘primitivism’ and ‘ethnicity’ and ritual to address personal and cultural concerns. In this light, through the dialectics of practice and theory, this thesis is searching for more attention to be paid to or s derived from concepts of ‘primitivism’ and ‘tribalism’ that are considered inferior ithin the estern parameters of modern art. At the very core of this thesis, propose that the practice of body painting and ‘primitivism’ and ‘tribalism’ are under recognised in the west because of western ideas of racial superiority, civilisation and colonialism (Darwinism).
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Books on the topic "Interculturalism"

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Tan, Marcus Cheng Chye. Acoustic Interculturalism. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137016959.

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Knowles, Ric. Theatre & Interculturalism. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-137-01424-5.

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McIvor, Charlotte, and Jason King, eds. Interculturalism and Performance Now. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02704-9.

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Michael, Peters, and Tina Besley. Interculturalism, education and dialogue. New York: P. Lang, 2012.

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Interculturalism, education and dialogue. New York: P. Lang, 2012.

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Interculturalism, education and inclusion. London: Paul Chapman Pub., 2000.

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Pampanini, Giovanni, Faten Adly, and Diane Brook Napier. Interculturalism, society and education. Rotterdam: Sense, 2010.

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Interculturalism and student development. New York: P. Lang, 1998.

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Interculturalism: A view from Quebec. Toronto: University of Toronto Press, 2015.

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Acoustic interculturalism: Listening to performance. New York: Palgrave Macmillan, 2012.

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Book chapters on the topic "Interculturalism"

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Mansouri, Fethi. "Interculturalism." In Contested Concepts in Migration Studies, 149–66. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003119333-10.

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Tan, Marcus Cheng Chye. "Introduction: the Topography of an Acoustic Interculturalism." In Acoustic Interculturalism, 1–27. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137016959_1.

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Tan, Marcus Cheng Chye. "The Performativity of Sound and the Soundscapes of Culture." In Acoustic Interculturalism, 29–55. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137016959_2.

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Tan, Marcus Cheng Chye. "Acoustic Mimesis: Ethical Cadence and Sonic Violence in Tambours Sur La Digue." In Acoustic Interculturalism, 57–88. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137016959_3.

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Tan, Marcus Cheng Chye. "(Echo)Locating Other Shakespeares: an Aesthetics of Pop and the Ear of the Other." In Acoustic Interculturalism, 89–131. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137016959_4.

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Tan, Marcus Cheng Chye. "Listening in/to Asia: Ong Keng Sen’s Desdemona and the Polyphonies of Asia." In Acoustic Interculturalism, 133–64. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137016959_5.

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Tan, Marcus Cheng Chye. "‘If Music Be the Food of Love’: ‘Fourth World’ Universals in Ong Keng Sen’s Awaking." In Acoustic Interculturalism, 165–95. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137016959_6.

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Tan, Marcus Cheng Chye. "Conclusion: After Authenticity: Naming the Intercultural." In Acoustic Interculturalism, 197–213. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137016959_7.

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Knowles, Ric. "Theatre & Interculturalism." In Theatre & Interculturalism, 1–80. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-137-01424-5_1.

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Taylor, Charles. "Interculturalism or Multiculturalism?" In Toward New Democratic Imaginaries - İstanbul Seminars on Islam, Culture and Politics, 189–200. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41821-6_18.

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Conference papers on the topic "Interculturalism"

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Lohaj, Feride. "Challenges of interculturalism in contemporary Kosovo." In University for Business and Technology International Conference. Pristina, Kosovo: University for Business and Technology, 2018. http://dx.doi.org/10.33107/ubt-ic.2018.119.

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Aleksieva Kakova, Rosina. "Plurilingualism and Interculturalism – Hidden Resources of International Trade." In 6th International Conference on Research in Behavioral and Social Sciences. Acavent, 2019. http://dx.doi.org/10.33422/6th.icrbs.2019.07.429.

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Farrar, Max. "‘Interculturalism’ or ‘Critical Multiculturalism’: Which Discourse Works Best?" In Debating Multiculturalism 1. Dialogue Society, 2012. http://dx.doi.org/10.55207/mkpy9058.

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Marginean, Alexandra. "TEACHING INTERCULTURALISM BY RESORT TO GAMIFICATION AND E-LEARNING." In eLSE 2018. ADL Romania, 2018. http://dx.doi.org/10.12753/2066-026x-18-041.

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This paper explores the extent to which the teaching of interculturalism in a higher education environment may become more effective by resort to gamification and e-learning. To highlight the benefits of these, if any, we used two separate series of third-year students who attended the same course, while introducing the e-learning game elements to only one (Series 2), and then examined, at the end of the semester, the academic achievement of those who were exposed to the e-learning gamification activity in comparison with those who were not. This activity relied on Geert Hofstede and Michael Minkov’s intercultural key concepts used in the profiling and classification of cultures, organized in six pairs concerning: individualism-collectivism, high-low power distance, high-low uncertainty avoidance, long-short term orientation, masculinity-femininity and indulgence-restraint. The task for the students consisted in the content authoring of realistic situations put into filmed short scenarios, which needed to highlight the problems and differences arising when people coming from dissimilar cultures, with various mindsets active as basic assumptions, meet and clash. Since there were six pairs of intercultural concepts, each of the two groups of students into which we divided the course participants from Series 2 received three, and had to make three videos, one for each set. The videos were made exclusively by them, transformed into actors-characters. The resources used for this assignment had to include, primarily, various electronic devices, along with other items such as clothing, shooting site, props etc. Besides the conception and making of the videos, the game further consisted in presenting them to the other group, who had to guess the theoretical concepts illustrated in each. In other words, the videos further became an e-learning tool for the students-viewers – a status that all the students involved in the task got to hold, in turns, being both creators and beneficiaries of an e-learning instrument with gamification elements. Academic performance, visible in the course test, was much better in the case of the students involved in the e-learning gamification task which helped both its authors and its spectators understand and remember the interculturalism notions better. The extended conclusion of the paper bears on the way in which this type of assignment helps the development of additional skills and desirable behaviors as well: computer and electronics-handling literacy, organizational and team work abilities, creativity and imagination, empathy and flexible perspective, work responsibility, self-esteem etc.
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Rodriguez-Miñambres, Paloma. "PRE-SERVICE TEACHERS, EXPERIENCES WITH INTERCULTURALISM THROUGH THE CONSTRUCTION OF NARRATIVE FICTIONS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.2266.

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Barn, Ravinda. "Interculturalism in Europe: Fact, Fad or Fiction – the Deconstruction of a Theoretical Idea." In Debating Multiculturalism 1. Dialogue Society, 2012. http://dx.doi.org/10.55207/isjh3346.

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Afridi, Asif. "Isms and Schisms: The Benefits and Practical Implications of Interculturalism in the UK." In Debating Multiculturalism 1. Dialogue Society, 2012. http://dx.doi.org/10.55207/xcrt6116.

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Valli, Yasmin. "What is the Role of Scholars in Formulating and Communicating the Concept of Interculturalism?" In Debating Multiculturalism 1. Dialogue Society, 2012. http://dx.doi.org/10.55207/zbfz9959.

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Elkabas, Charles. "CYBERTASKS TO ENHANCE STUDENT CULTURAL AWARENESS: FOSTERING INTERCULTURALISM AND MULTICULTURALISM IN THE FOREIGN LANGUAGE CLASSROOM." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1775.

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Jovanović, Ana, Katarina Zavišin, and Branislav Ranđelović. "Development of Plurilingualism and Interculturalism as an Objective of Project-Based L2 Learning in Primary School Education." In PROFESSIONAL COMPETENCES FOR TEACHING IN THE 21ST CENTURY. Faculty of Education in Jagodina, 2020. http://dx.doi.org/10.46793/pctja.19.237j.

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Reports on the topic "Interculturalism"

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Granados Beltrán, Carlo, and Cristine Khan. Deconstructing and Critiquing Interculturality through Film within a Bilingual Education Program in Bogotá, Colombia. Institución Universitaria Colombo Americana ÚNICA, 2018. http://dx.doi.org/10.26817/paper.02.

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Rodrigo-Alsina, M., L. García-Jimenez, J. Gifreu-Pinsach, L. Gómez-Puertas, F. Guerrero-Solé, H. López-González, P. Medina-Bravo, et al. Sexuality, gender, religion and interculturality in new stories on civilisations and cultures broadcast by Spanish television. Revista Latina de Comunicación Social, November 2016. http://dx.doi.org/10.4185/rlcs-2016-1136en.

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Bocarejo, Diana, Marcelo Drouet Arias, Gregory Elacqua, Carolina Méndez, and Magali Ramos. ¿Cómo reclutar mejores docentes para las escuelas interculturales bilingües?: lecciones del concurso Quiero Ser Maestro en Ecuador. Banco Interamericano de Desarrollo, August 2022. http://dx.doi.org/10.18235/0004428.

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La Educación Intercultural Bilingüe (EIB) ha presentado grandes avances atendiendo las necesidades educativas de los pueblos y nacionalidades indígenas en los distintos países de la región. Sin embargo, pese a estos logros históricos, los sistemas educativos interculturales bilingües aún presentan importantes problemas estructurales, principalmente relacionados con bajas tasas de asistencia y altas tasas de deserción con respecto a sus pares no indígenas. Las brechas de aprendizaje también son mayores, como demuestran los resultados de las pruebas estandarizadas aplicadas a los estudiantes de las escuelas interculturales bilingües. La dotación de docentes eficaces para las escuelas interculturales bilingües resulta clave para mejorar la calidad educativa de la población indígena y cerrar las brechas de aprendizajes de sus estudiantes. A pesar de esto, existen varias investigaciones que han demostrado que estas escuelas presentan mayor escasez de docentes y, además, son espacios de concentración de docentes menos calificados. Por lo tanto, es importante fortalecer los procesos de selección y asignación de docentes hacia las escuelas del sistema intercultural bilingüe, buscando atraer maestros eficaces, por medio de acciones transparentes y equitativas. Con esta intención, Ecuador ha desarrollado el concurso “Quiero Ser Maestro Intercultural Bilingüe (QSMIB)”, diseñado exclusivamente para atender la escasez de docentes que presentan las instituciones educativas pertenecientes a los pueblos y nacionalidades indígenas del país. Este informe describe y analiza el desarrollo del concurso y presenta las principales ventajas y retos que ha enfrentado en su implementación. Por un lado, el QSMIB ha supuesto importantes avances relacionados con la certificación del conocimiento de la lengua ancestral por parte de los participantes, la adaptación de instrumentos de evaluación a los currículos propios del sistema de educación intercultural bilingüe y la focalización exclusiva en las vacantes de docentes para las instituciones de los pueblos y nacionalidades indígenas. Sin embargo, también se han revelado oportunidades para incorporar estrategias de mejora de cara a futuras convocatorias, con acciones orientadas a impulsar la formación asertiva de los aspirantes frente al fortalecimiento de sus lenguas ancestrales, a profundizar el aprendizaje de los contenidos del modelo de educación intercultural bilingüe, a adaptar mejor el diseño de los instrumentos de evaluación a los contextos de las nacionalidades indígenas y a promover la asignación oportuna de los docentes indígenas en sus propios contextos culturales y sociales.
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Zapata Hernández, Vicente Manuel. Irregular maritime migration and managing arrivals in the Canary Islands. Observatorio de la Inmigración de Tenerife, 2021. http://dx.doi.org/10.25145/r.obitfact.2021.03.

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The Canary Islands are witnessing a new cycle of intense migratory influx by sea, coinciding in time with the progression of the current coronavirus pandemic. Irregular arrivals have increased, and, after a decade of low arrivals through this Atlantic route, the archipelago’s reception system was initially insufficient and highly debilitated. This system now takes on renewed prominence as the always perilous crossings bring with them a more diverse range of vulnerable migrants. The institutional response has had to deal with greater complexity, conditioning the constant urgency to adopt incomplete and inappropriate solutions in certain cases, according to many of the evaluations carried out. The migratory process continues its course and more and more voices are demanding that a suitable reception strategy be defined, one based on a model that also integrates the principles of interculturality and is built with input from all the stakeholders involved
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Martínez Páez, Fray Martín, and Diana Marcela Pérez Angulo. Bilingüismo y currículo internacionalizado: un aporte en doble vía. Universidad del Rosario, January 2023. http://dx.doi.org/10.12804/issne.2500-6150_10336.37860_ceap.

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Un currículo internacionalizado propende siempre al desarrollo de competencias interculturales y sitúa la formación disciplinar en contextos globales, donde la interacción con comunidades internacionales demanda el uso de una segunda lengua de manera empática y efectiva. El documento describe la relevancia que en políticas institucionales tiene el bilingüismo y, además, comparte todos los esfuerzos y estrategias que se han encaminado al mejoramiento, tanto lingüístico como metodológico de las asignaturas disciplinares que se imparten en segunda lengua. Los datos evidencian un compromiso por el bilingüismo desde la estrategia denominada English Taught Couses y dan cuenta de las apuestas que en el desarrollo profesoral han tenido positiva marcha para contribuir: 1) al desarrollo de competencias comunicativas en segunda lengua, 2) al trabajo mancomunado de las áreas involucradas en el impulso del bilingüismo en la institución, 3) al acompañamiento y apoyo al cuerpo profesoral que tiene a cargo asignaturas disciplinares en segunda lengua y 4) al alcance de una internacionalización del currículo más vívida en la Universidad.
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Elacqua, Gregory, Analia Jaimovich, Graciela Pérez-Nuñez, Diana Hincapie, Constanza Gómez, María José Sánchez, Gonzalo Escalona, and Joaquín Walker. ¿Quiénes estudian pedagogía en América Latina y el Caribe?: tendencias y desafíos en el perfil de los futuros docentes. Banco Interamericano de Desarrollo, January 2023. http://dx.doi.org/10.18235/0004686.

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Latinoamérica y el Caribe (ALC) enfrentan importantes desafíos en materia de dotación y calidad de la fuerza laboral docente. En un contexto de necesidad de más y mejores docentes en las escuelas, este estudio analiza el primer eslabón en la carrera docente: los programas de formación inicial docente (FID). Específicamente, se investigan las características y tendencias de la matrícula en programas FID en 16 países de ALC, entre los años 2015 y 2020. En estos países, los programas FID representan un 12,4% de la matrícula en educación superior (en países de la OCDE un 8%, y en EE.UU. menos de 1%). Esta participación de los programas FID en la matrícula de educación superior es más baja en países con mayores exigencias de acreditación y de ingreso a la carrera docente, y más alta en los países con menor regulación de las carreras FID. En general, la matrícula en programas FID es altamente feminizada (73% de mujeres), y la representación femenina decae en especialidades dirigidas a mayores grados de enseñanza. En comparación al resto de la matrícula en educación superior, los programas FID se concentran en mayor proporción en entidades públicas. En tanto, la oferta de programas FID interculturales bilingües es insuficiente en relación a la proporción de la población autoidentificada como indígena y, en general, son escasas las políticas que la fomenten. Por último, en comparación con las demás carreras profesionales, los estudiantes matriculados en programas FID son en mayor proporción mujeres, pertenecientes a pueblos originarios, de zonas rurales, de nivel socioeconómico medio y medio-bajo, y de menor rendimiento académico al ingreso. Los gobiernos de la región enfrentan un dilema de política pública a corto plazo: aumentar tanto la cantidad, como la calidad y pertinencia de los futuros docentes
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Lineamientos para una política de educación inclusiva. Centro de Orientación, Acompañamiento y Seguimiento Estudiantil (COASE). Universidad Militar Nueva Granada, November 2020. http://dx.doi.org/10.18359/docinst.5421.

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Mediante la emisión de este documento, la Universidad Militar Nueva Granada busca generar directrices, proyectos y estrategias que atiendan las necesidades educativas y sociales más destacadas de las poblaciones diversas e interculturales, dentro de una política de educación inclusiva con calidad, pertinencia, de respeto por la diferencia y de formación de ciudadanos íntegros y socialmente responsables. La Universidad Militar Nueva Granada se compromete a retarse a sí misma en la priorización de la educación para todos, reduciendo brechas entre las poblaciones y buscando definir acciones y estrategias para fortalecer las condiciones y la proyección de los distintos grupos incluyentes. Es así como atendiendo las directrices dispuestas por el Gobierno nacional y el Ministerio de Educación Nacional en lo que respecta a educación superior inclusiva, en este documento se plantean los lineamientos de inclusión e interculturalidad para la Universidad Militar Nueva Granada.
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