Relevant bibliographies by topics / Multicultura

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

Academic literature on the topic 'Multicultura'

Author: Grafiati
Published: 14 March 2023

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Journal articles on the topic "Multicultura"

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Akil, Mansur. "MULTICULTURAL VALUES IN INDONESIAN PRIMARY SCHOOLS." ALQALAM 27, no. 3 (December 31, 2010): 452. http://dx.doi.org/10.32678/alqalam.v27i3.1054.

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The research aimed to understand ways of implementing multicultural values in Indonesia primary schools. This case study attempted to discover the multicultura values in primary school curriculum documents and teacher's perspective on how to promote the multicultural values in primary shcool students, by interviewing primary school teacher in Makassar and examining primary school curriculum documents. The investigation showed that teaching the values of tolerance, respecting diversity, acknowledging similarities and maintaining native languages and local identy should be done gradually by initially introducing the symbols of multicultural values through picture, videos, and observations, then teaching children through modeling and attitudes of inclusiveness. More importantly is teachers' knowledge on multiculturalism so that they could behave equally towards students and colleagues in school setting. Finally, multiculturalism should be embedded in the schools through celebration of cultures, ethnics and language diversity, through cultural festivals, food exhibition, local art and dance shows, music contests, drama, and literature. Keywords: Multicultura Values, Implementing, Primary School, Teacher Views.
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Suparman, Heru. "Multikultural dalam Perspektif Alquran." AL QUDS : Jurnal Studi Alquran dan Hadis 1, no. 2 (December 1, 2017): 185. http://dx.doi.org/10.29240/alquds.v1i2.250.

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Findings of the research suggest that the views or reviews of the Qur'an about multicultura do not against the Islamic teachings at any rate, especially the Qur'an as the source of Islamic law. The diversity that exist has in fact become intellectual property to be studied, as the Qur'an explains it. Through multicultural education, it is expected that every individual and/or every group be acceptance and appreciate toward differences among them, live said by said in harmony in order to establish a peaceful and properous nation
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Guerra Liaño, Sonsoles. "[Reseña] Educación y Nuevas Tecnologías para la Multicultura." Revista Iberoamericana de Educación 49, no. 2 (April 10, 2009): 1–2. http://dx.doi.org/10.35362/rie4922109.

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Francisco Martínez Sánchez (coord.). Educación y Nuevas Tecnologías para la Multicultura. Murcia: Universidad de Murcia, Servicio de Publicaciones. 2008, 144 pp. ISBN: 978-84-8371-734-9. El libro presenta los resultados obtenidos tras el trabajo realizado en centros escolares de Secundaria de Loja (Ecuador) y Lorca (Murcia), dentro del marco de un proyecto apoyado por la Agencia Española de Cooperación Internacional (AECI).
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Silva, Graciete Barros, and Janaene Leandro de Souza. "Sociedade e Multiculturalismo: Uma reflexão a luz da Lei de Diretrizes e Bases da Educação Nacional (LDB)." Revista Eletrônica Acervo Saúde, no. 23 (May 18, 2019): e202. http://dx.doi.org/10.25248/reas.e202.2019.

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Objetivos: Compreender como as instituições escolares trabalham com a educação multicultural na atual conjuntura social e política, destacando os conflitos situados na nossa sociedade que estão relacionados ao conhecimento da multicultura. Métodos: Trata-se de um estudo de abordagem qualitativa, como técnica de coleta de dados usou-se a pesquisa bibliográfica. Resultados: Vivemos em um mundo que ainda predomina o pensamento homogêneo (cultura única), intolerante a diversidades e a existência de diferentes grupos étnicos. Considerações finais: Torna-se necessário uma análise desses sistemas educativos para que se possa alcançar o que está previsto na Lei de Diretrizes e Bases da Educação Nacional 9394/96, que define regularizar o sistema de educação com base na constituição com o objetivo de tornar a educação para todos, construindo assim uma relação recíproca entre os indivíduos, relações estas que produziram mudanças e reforçará a identidade de cada individuo.
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Márquez, Adriana. "La multicultura y la interculturalidad: retos para la innovación educativa." Cuaderno de Pedagogia Universitaria 2, no. 4 (July 12, 2014): 19–23. http://dx.doi.org/10.29197/cpu.v2i4.31.

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Un desafío real de la educación del siglo XXI es la capacidad de tener una verdadera educación de atención a la diversidad, desde un punto de vista enriquecedor y no como problemática social. La población de alumnos inmigrantes hace más imperativa esta realidad. Se trata de ver a la diversidad cultural y humana como algo valioso y enriquecedor para todos. A esta diversidad se le llama capital cultural, tanto del hijo de emigrante que regresa como de los extranjeros que llegan a nuestro país. La educación dominicana tiene el desafío de la innovación de un currículo pertinente para estos nuevos contextos sociales.
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Aguero-Contreras, Fernando Carlos, and Cándida Rosa Urquiza-García. "Multicultura e interculturalidad: implicaciones de una ausencia en la educación." Educação e Pesquisa 42, no. 2 (June 2016): 459–75. http://dx.doi.org/10.1590/s1517-9702201606146327.

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Resumen Reflexión teórica desde las perspectivas sociológica – antropológica de la educación, sustentada en los enfoques de la multicultura e interculturalidad. Se parte de varios estudios realizados en la residencia estudiantil de la Universidad de Cienfuegos, al centro - sur de Cuba. Estos han combinados análisis cuantitativos y cualitativos, considerando variables e indicadores socio demográficos, relacionados con la satisfacción en el acceso a la cultura, la salud, las relaciones y dinámicas sociales, mediadas por una estructura social clasista y sociocultural que distingue especificidades en la biografía cultural de individuos y grupos. Se concedió importancia a la significación dada a la residencia como escenario relevante de la vida educacional, las percepciones de las relaciones múltiples y diversas entre los grupos que tienen presencia en ella, así como los niveles de diálogos en los ámbitos académicos, científicos y sociales. Se analizaron varios documentos, y se realizaron observaciones, entrevistas estructuradas y en profundidad. Desde este contexto se muestran las implicaciones del déficit teórico en la gestión formativa en la residencia universitaria, limitando el alcance del proyecto educativo como concreción curricular, para el desarrollo de procesos socializadores más coherentes. Se concluye que la ausencia de estas perspectivas teóricas en la educación superior posibilitaron que la visión política ocupara la primera interpretación del proceso, expresada en la acción solidaria y aun cuando se muestran resultados concretos de importancia en cuanto al número de alumnos graduados, el proceso formativo fue limitado en el diálogo profundo, la socialización cultural para la lograr la unidad en la diversidad.
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Lorenzo Quiles, Oswaldo. "Análisis cualitativo de textos sobre multi e interculturalidad." DEDiCA Revista de Educação e Humanidades (dreh), no. 1 (March 1, 2011): 535–46. http://dx.doi.org/10.30827/dreh.v0i1.7186.

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Actualmente es posible encontrar un alto número de trabajos académicos y de investigación sobre multicultura e intercultura que presentan unas bases metodológicas y empíricas de tipo cualitativo, concretamente sobre análisis del discurso y análisis de contenido de textos. En esta dirección, el presente trabajo tiene la intención de abordar determinadas claves analíticas sobre significados contenidos en textos, que puedan ser de utilidad en la investigación y la literatura científica sobre multi e interculturalidad.
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Reiter, Bernd. "Multicultura lis m and Racializ ation in Latin Ame rica and the Caribbe an." Memorias 19 (May 4, 2022): 30–43. http://dx.doi.org/10.14482/memor.19.644.4.

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This article, which is based on a keynote address, delivered for the 2nd International Congress of Caribbean Studies, held at the Universidad del Norte, Barranquilla, Colombia, in August of 2012, argues that Caribbean nations are in dire need to analyze and deconstruct the foundational myths upon w hich their national unities were constructed after achieving independence. This process is under way in such countries as Brazil, Mexico, and Colombia, but has not been carried out for most Caribbean nations, maybe with the exception of Cuba. Where such efforts have not been pursued vigorously, myths of racial harmony tend to prevail. These myths, w hile having served the initial purpose of undermining factionalism and potential secession, are now standing in the w ay of recognizing cultural diversity so that it can be addressed with meaningful public policies. Before a thorough dismantling of such foundational myths of racial harmony is achieved, multiculturalism, i.e. the equal recognition of different cultures living in one country, remains elusive.
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Andrade Leal, Valéria. "A EDUCAÇÃO PARA O DIÁLOGO NA PLURALIDADE RELIGIOSA NAS ESCOLAS CONFESSIONAIS." Revista Relegens Thréskeia 3, no. 1 (October 1, 2014): 191. http://dx.doi.org/10.5380/rt.v3i1.38042.

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O artigo discute o papel da Escola Católica na formação para o diálogo na pluralidade. Parte, sobretudo, de um dos últimos textos da Congregação para Educação católica: Educare al dialogo interculturale nella Scuola Cattolica - Vivere insieme per una civiltà dell’amore. Neste se levanta as vantagens e os perigos da multicultura, a questão dos fundamentalismos e intolerâncias, os diferentes posicionamentos frente à diversidade e a responsabilidade das instituições educativas em educar para a tolerância e a boa convivência. A tarefa de formar para o diálogo e a aceitação do diferente toca à Escola Católica justamente por sua referência aos ensinamentos de Jesus Cristo e pelo seu compromisso social, visto que educar para a boa convivência é uma urgência na sociedade atual.
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Bastidas, Gilberto, and Daniel Bastidas. "¿Es la epidemiologia crítica distinta de la social?" Universidad y Salud 24, no. 3 (August 30, 2022): 212–13. http://dx.doi.org/10.22267/rus.222403.274.

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Sr Editor, la concepción ecológica funcionalista de la epidemiología clásica no parece ser suficiente para abarcar el fenómeno salud-enfermedad, por ser fundamentalmente biologicista sin historia y desligado de la cultura que define a la sociedad, por centrarse en el reduccionismo empírico y cuantitativista, por abrigar las teorías totalizantes impositivas que sobreponen el conocimiento científico sobre el popular y por preferir la lógica de los factores de riesgo sobre la metacrítica y multicultura, de allí la necesidad de generar nuevas construcciones epistemológicas de la epidemiología en procura de recuperar y renovar este pensamiento científico clave para el estudio del complejo proceso salud-enfermedad con base en reflexiones sobre desigualdad, etnia, género, derechos humanos, justicia social, privación, exclusión social, subjetividad y en los modos de vida en lugar de factores de riesgo, entonces nacen la epidemiología social y crítica
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Dissertations / Theses on the topic "Multicultura"

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Aguiar, Italo Cavalcante. "Atitudes, habilidades, conhecimento e conscientização: o desenvolvimento de competências interculturais durante o intercâmbio." reponame:Repositório Institucional da UFC, 2016. http://www.repositorio.ufc.br/handle/riufc/17241.

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AGUIAR, Italo Cavalcante. Atitudes, habilidades, conhecimento e conscientização: o desenvolvimento de competências interculturais durante o intercâmbio. 2016. 127 f. Dissertação (Mestrado) - Universidade Federal do Ceará, Faculdade de Economia, Administração, Atuária e Contabilidade, Programa de Pós-Graduação em Administração e Controladoria, Fortaleza-CE, 2016.
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This study aimed to identify intercultural competencies developed by foreign students who participated in an exchange program at the Federal University of Ceará in the period between 2008 and 2015. Johnson et al (2006) conducted an extensive literature review on intercultural competence, from which noted that the literature dedicated to multicultural management devoted little attention to defining the concept of intercultural competence. For Fantini (2007), intercultural competence is defined as a group of skills needed to perform effectively and properly, the interaction with other people who are linguistically and culturally different from each other .The evaluation model of Intercultural Competence (AIC) by Fantini (2007) was used to identify and measure these intercultural skills. The research adopted a quantitative method of descriptive nature. It was applied in total 207 questionnaires with german, portuguese, spanish and french students who participated in an exchange program at the Federal University of Ceará between 2008 and 2015. For the treatment of the data, it was used descriptive statistics, the rotation method Varimax, the Cronbach alpha technique and the nonparametric test Kruskal-Wallis. The survey results showed that there was an increase in each of the components of the AIC Model (Knowledge, Attitudes, Skills and Awareness) by Fantini (2007), during the exchange students in the four surveyed nationalities. Portuguese students had a greater intercultural competence index at the beginning and end of the exchange, while the German students had the lowest intercultural competence index at the beginning of the exchange, and the Spanish students had a lower intercultural competence index at the end of exchange. However, it was the German students who had a higher growth in this intercultural competence index, from beginning to end of the exchange, followed by the French and Spanish students, respectively. On the other hand, the Portuguese students showed lower growth in intercultural competence index.
O presente trabalho teve como objetivo identificar as competências interculturais desenvolvidas por estudantes estrangeiros que realizaram intercâmbio na Universidade Federal do Ceará no período entre 2008 e 2015. Johnson et al (2006) realizaram uma ampla revisão bibliográfica sobre competência intercultural, a partir da qual notaram que a literatura dedicada à gestão multicultural ainda tem dedicado pouca atenção à definição do conceito de competência intercultural. Para Fantini (2007), competência intercultural é definida como um grupo de capacidades necessárias para realizar, de maneira eficaz e adequada, a interação com outras pessoas que são linguisticamente e culturalmente diferente entre si. O modelo de Avaliação da Competência Intercultural (ACI) de Fantini (2007) foi utilizado para identificar e mensurar essas competências interculturais. A pesquisa adotou o método quantitativo de natureza descritiva. Foram aplicados, no total, 207 questionários com estudantes alemães, portugueses, espanhóis e franceses que realizaram intercâmbio na Universidade Federal do Ceará entre os anos de 2008 e 2015. Para o tratamento dos dados, utilizou-se a estatística descritiva, o método de rotação Varimax, a técnica do alfa de Cronbach e o teste não paramétrico de Kruskal-Wallis. Os resultados da pesquisa evidenciaram que houve aumento em cada um dos componentes do modelo de ACI (Conhecimento, Atitudes, Habilidades e Conscientização) de Fantini (2007), durante o intercâmbio nos estudantes das quatro nacionalidades pesquisadas. Os estudantes portugueses apresentaram um maior índice de competência intercultural no início e no final do intercâmbio, enquanto que os estudantes alemães obtiveram um menor índice de competência intercultural, no começo do intercâmbio, e os estudantes espanhóis apresentaram um menor índice de competência intercultural ao término do intercâmbio. Entretanto, foram os estudantes alemães que apresentaram um maior crescimento nesse índice de competência intercultural, do início ao final do intercâmbio, seguidos pelos estudantes franceses e espanhóis, respectivamente. Por outro lado, os estudantes portugueses mostraram um menor crescimento no índice de competência intercultural.
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Capaccioli, Martina. "La multiculturalizzazione del commercio. Il commercio come arena trasformativa." Doctoral thesis, Università di Siena, 2023. https://hdl.handle.net/11365/1224303.

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Il contributo si inserisce all'interno di quell'ampia famiglia di studi che vuole analizzare e tematizzare la crescente presenza di differenze etniche e culturali all'interno delle società contemporanee a partire dai processi, dalle dinamiche e dai significati di chi è chiamato a produrle e riprodurle quotidianamente. È infatti un dato consolidato che, sotto la spinta dei flussi migratori, la multietnicità sia diventata un fattore strutturalmente incorporato nella vita culturale, sociale ed economica delle comunità (Fabbri, Melacarne, 2020). A livello locale, gli studi empirici che affrontano le trasformazioni in atto negli spazi urbani ad alto tasso di multietnicità restituiscono scenari complessi e spesso contraddittori. Si fa riferimento a quei contributi che descrivono forme di vita dense in cui prospettive, rappresentazioni, norme, routine e pratiche diverse si incontrano e si scontrano. In questo scenario, alcuni luoghi in particolare sono caratterizzati da proprietà specifiche in termini di potenziale relazionale e di apprendimento. Così, gli esercizi commerciali si caratterizzano come spazi in cui l'esperienza dell'incontro diretto con le differenze può essere rilevata generando opportunità di condivisione tra modi diversi, a volte inediti, di strutturare le pratiche di vita e di lavoro. Il contatto all'interno delle pratiche commerciali quotidiane può essere strutturato come fonte di apprendimento informale significativo o meno che, chiamando in causa la prospettiva trasformativa, può generare sia apertura e dialogo sia chiusura e distanziamento. La chiave interpretativa offerta dalla teoria trasformativa ci permette di leggere il pluralismo commerciale, inteso come l'insieme delle diverse pratiche, routine, regole, rappresentazioni commerciali che accomunano un territorio ad alto tasso multietnico, come un dispositivo capace di stimolare l'apprendimento attraverso il contatto. Attraverso le pratiche commerciali, quindi, si possono creare occasioni di conoscenza di nuovi e diversi punti di vista attraverso i quali gli individui possono dare un senso alla loro esperienza, riflettere sui modi in cui interpretano le differenze culturali e di conseguenza orientare le azioni. Quali tipi di apprendimento si verificano nelle città che stanno transitando verso esperienze di pluralismo culturale? Quali sono i significati attribuiti alle differenze dagli individui che condividono spazi e attività? Che ruolo giocano le pratiche commerciali? Come si configurano le relazioni tra commercianti con background etnici e culturali diversi? Queste sono le domande che hanno fatto da sfondo a una ricerca qualitativa in corso che mira a riunire le riflessioni sul fenomeno della multiculturalizzazione nel settore commerciale, sui nuovi scenari urbani che ne derivano e sulle diverse traiettorie di apprendimento legate a queste dinamiche. Oggetto dello studio sono le forme di apprendimento incoraggiate dalle pratiche di contatto che modellano le relazioni, i comportamenti e le interazioni tra i commercianti con background etnico e culturale diversificato, i loro clienti e gli attori organizzativi delle associazioni di categoria. Partendo dal presupposto che favorire le opportunità di contatto tra individui con background etnici e culturali diversi facilita lo sviluppo di un clima positivo di pluralismo e l'acquisizione di nuove prospettive di significato, abbiamo condotto osservazioni etnografiche in un quartiere altamente multietnico di una città dell'Italia centrale e interviste cliniche con commercianti con background etnico-culturali diversificati e con gli attori organizzativi delle associazioni di rappresentanza. Le aggregazioni informali di commercianti, in questo caso, possono essere interpretate come sistemi di esperti portatori di conoscenze esplicite e implicite, rappresentando così un campo privilegiato di rilevazione della conoscenza prodotta.
The contribution is inserted within that broad family of studies that wants to analyze and thematize the increasingly presence of ethnic and cultural differences within contemporary societies starting from the processes, the dynamics, and the meanings of those who are called to produce and reproduce them on a daily basis. In fact, it is a consolidated data that, under the pressure of migratory flows, multiethnicity has become a structurally incorporated factor in the cultural, social, and economic life of communities. At the local level, the empirical studies that deal with the transformations taking place in urban spaces with a high multiethnic rate return complex and often contradictory scenarios. Reference is made to those contributions that describe dense forms of life in which different perspectives, representations, norms, routines, and practices meet and collide. In this scenario, some places in particular are characterized by specific properties in terms of relational and learning potential. Thus, commercial establishments, are characterized as spaces in which the experience of direct encounter with differences can be detected generating sharing opportunities between different, sometimes unprecedented, ways of structuring life and work practices. Contact within daily trade practices can be structured as a source of informal learning significant or not that by calling into question the transformative perspective can generate both openness and dialogue as well as closure and distancing. The interpretative key offered by the transformative theory allows us to read commercial pluralism, understood as the set of different practices, routines, rules, commercial representations that unite a territory with a high multiethnic rate, as a device capable of stimulating learning through contact. Therefore, through commercial practice it may be possible to shape opportunities for the knowledge of new and different points of view through which individuals can give meaning to their experience, reflect on the ways in which they interpret cultural differences and consequently direct actions. What kinds of learning occur in cities that are transitioning towards experiences of cultural pluralism? What are the meanings attributed to differences by individuals who share spaces and activities? What role do commercial practices play? How do the relationships between traders with different ethnic and cultural backgrounds take shape? These are the questions that have formed the background of an in progress qualitative research that aims to bring together the reflections on the phenomenon of multiculturalization in the commercial sector, on the new urban scenarios that derive from it and on the different learning trajectories linked to these dynamics. The study’s object are the forms of learning encouraged by contact practices that shape relationships, behaviors, and interactions between traders with diversified ethnic and cultural backgrounds, their customers and the organizational actors of the trade associations. Starting from the assumption that fostering opportunities for contact between individuals with different ethnic and cultural backgrounds facilitates the development of a positive climate of pluralism and the acquisition of new meaning perspectives, we conducted ethnographic observations in a highly multiethnic neighborhood of a town in Central Italy and clinical interviews with traders with diversified ethnocultural backgrounds and with organizational actors of representative associations. The informal aggregations of traders, in this case, can be interpreted as systems of experts carrying explicit and implicit knowledge, thus representing a privileged field of detection of the knowledge produced.
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Santos, Maria Elena Pires. "O cenario multilingue, multidialetal, multicultura de fronteira e o processo identitario brasiguaio na escola e no entorno social." [s.n.], 2004. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269251.

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Orientador: Marilda do Couto Cavalcanti
Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: o objetivo da presente pesquisa, de cunho interpretativista (cf. Duranti, 1998; Ely, 1991; Agar, 1980/1996), foi investigar, nas práticas discursivas, a construção e (in)visibilização das identidades "brasiguaias", em que se buscou responder à seguinte pergunta de pesquisa: Como são construídas e como são (in)visibilizadas as identidades "brasiguaias" no contexto escolar e no contexto social mais amplo? O aporte teórico se fundamentou nas contribuições da Etnografia Escolar (cf. Erickson, 1985, 1988; 1989; Heller, 2000; Bortoni-Ricardo, 1993, 1999; Cavalcanti, 1996, 2003; Maher, 1998; Kleiman, 1998; Moita Lopes, 1999, 2002, 2003) para a geração de registros e também para a realização da análise, somada à Sociolingüística Interacional ampliada (cf. Heller, 1996, 1999b, 2000) de forma a permitir a inclusão de elementos da Análise Crítica do Discurso (cf. Fairclough, 1992, 1995a, 1995b), além de contribuições de outras áreas do conhecimento, como Antropologia (De Certeau, 2001), Filosofia (Morin, 1994a, 1994b; Deleuze, 1992), Estudos Culturais (Bhabha, 1990, 1992, 2000, 2001) e Sociologia (Elias & Scotson, 2000). A análise evidenciou duas construções das identidades "brasiguaias": 1. uma tendência essencialista; 2. Identidades fragmentadas. ... Observação: O resumo, na íntegra, poderá ser visualizado no texto completo da tese digital
Abstract: Based on interpretative methods (Duranti, 1997; Ely, 1991; Agar, 1980/1996) this study aimed at investigating the construction and (in)visibilization of the "brasiguaia" identities in discursive practices. The main research question was: How are the "brasiguaia" identities constructed and (in)visibilized both in the school and in the wider social context? The theoretical perspective was grounded on School Ethnography (see Erickson, 1985, 1988, 1989; Heller, 2000; Bortoni-Ricardo, 1993; 1999; Cavalcanti, 1996, 2003; Maher, 1998; Kleiman, 1998; Moita Lopes, 1999, 2002, 2003) and on Critical / Extended Interacional Sociolinguistics (Heller, 1996, 1999b, 2000) to generate and analyze the data. In addition, some concepts from the Critical Discourse Analysis (Fairclough, 1992, 1995a, 1995b) were adopted as well as some contributions from the fields of Anthropology (De Certeau, 2001), Philosophy (Morin, 1994a, 1994b; Deleuze, 1992), Cultural Studies (Bhabha, 1990, 1992, 2000, 2001) and Sociology (Elias & Scotson, 2000). The analysis showed two main constructions of the "brasiguaia" identities: 1. An essentialist tendency; 2. Fragmented identities. ... Note: The complete abstract is available with the full electronic digital thesis or dissertations
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Budaitė, Rasa. "Multikultūrinės komandos darbo gerinimas įmonėse." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080820_094600-96039.

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Dėl galimybės laisvai judėti tarp šalių, labai išaugo darbo jėgos judėjimas. Tad multikultūrinė komanda įmonėse tampa įprastu reiškiniu pastaraisiais metais. Šiame darbe nagrinėjama problematika yra susijusi su skirtingų kultūrų sandūra įmonių viduje. Analizuojamos komandinio darbo sritys, kuriose daugiakultūriškumas sukelia daugiau problemų, aptariami vadovų vaidmenys, susiję su tų problemų sprendimu. Pagrindinis šio darbo tikslas – pateikti įmonėms darbo multikultūrėse komandose gerinimo kryptis. Darbas susideda iš trijų pagrindinių dalių: Pirmoje dalyje pristatoma mosklinė literatūra apie kultūrą įtakojančius ir jų įvairovę lemiančius veksnius, pristatomi mokslininkų siūlymai multikultūrinės komandos darbo gerinimui, pristatoma tarpkultūrinės kompetencijos samprata bei jos reikšmė multikultūrinėje komunikacijoje. Antrosios dalies pagrindinis tikslas – išanalizuoti ir įvertinti atlikto multikultūrinės komandos darbo tyrimo rezultatus, identifikuoti taisytinas vietas. Trečioje dalyje pristatomos multikultūrinės komandos darbo gerinimo programa, kuri susideda iš 4 krypčių. Tai – siūlymai kaip sumažinti kultūrinį šoką, kaip suvaldyti ir panaudoti kultūrinius narių skirtumus, pristatoma tarpkultūrinės kompetencijos plėtros programa, kur siekiama tobulinti tokias asmens charakteristikas kaip – kultūrinis supratimas, kultūrinės žinios, kultūrinis jautrumas ar reikalingi įgūdžiai. Paskutinioji kryptis, pristatoma šioje dalyje, yra – įvertinti tiek asmens, tiek įmonės socialinės... [toliau žr. visą tekstą]
Multicultural teams in the companies have become very common in recent years. With cross border mobility becoming much easier the number of people moving from one country to another has grown significantly. This paper focuces on the conflict of different culture inside the multicultural teams in the companies. This paper analyzed activity range where the majority of multicultural appears problems in the team, there are discussed the roles of managers related to the solving of those problems. The aim of the paper is to provide ways to multicultural team work development at enterpises. There are three main parts in this paper: The first chapter concentrates on the theory of culture factors, impact of different cultures, scientists advices for improvement of multicultural team work, intercultural competence conception – existing approaches and models and it’s value for multicultural communication. The main reason of the second chapter in this paper is to analyse and to evaluate the results of the multicultural team work at enterprises, to show, which characteristics do not ensure the effective intercultural communication and work in the team. In the last chapter of the paper there are present 4 ways - exhaustive programs for the improvement of multicultural team work at enterpises – advices – how to reduce cultural shock, how to manage cultural differences, intercultural competence program, which includes development of the following attributes: cultural awareness, cultural... [to full text]
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Tahaafe-Williams, Katalina. "A multicultural church? : multicultural ministry as a tool for building the multicultural church." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4608/.

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This work explores the idea of a multicultural church and the possibility of its existence through the formation and development of multicultural ministry as a programmatic tool. The ideas and vision of a multicultural church and the development of multicultural ministry are presented through an auto-ethnographic lens using the participant-observer methodology. The study draws on the multicultural experiences of three mainline Christian Churches in different western contexts, with a particular focus on the United Reformed Church in the UK, to highlight the possibilities and the challenges of multicultural church and ministry. Looking at New Testament multicultural ecclesial models as proto-types for what Christ’s Church in the twenty first century ought to look like, the study found the struggle to live with difference and diversity to be just as much of a blockage today, if not more pronounced. An underlying assumption throughout the work is that the multicultural ecclesial model is a core and central characteristic of Christ’s church.
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McCoy, Katherine E. "Looking awry : a genealogical study of pre-service teacher encounters with popular media and multicultural education /." Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1110482673.

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Bennett, Fred. "Multicultural citizenship or citizenship in a multicultural polity." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ66122.pdf.

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Zuloaga, Carole. "Multicultural literature." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/845.

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Phillion, JoAnn. "Narrative inquiry in a multicultural landscape, multicultural teaching and learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0004/NQ41272.pdf.

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Teasdale, Anthony Charles. "Multicultural events in supervision and counseling and trainee multicultural competence." College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/6789.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.
Thesis research directed by: Psychology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Books on the topic "Multicultura"

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Carlo, Brusa, Convegno di studi "Immigrazione e multicultura nell'Italia di oggi" (1st : 1996 : Macerata, Italy), and Convegno di studi "Immigrazione e multicultura nell'Italia di oggi" (2nd : 1998 : Macerata, Italy), eds. Immigrazione e multicultura nell'Italia di oggi. Milano: F. Angeli, 1997.

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Tamunhwa wa kyosa kyoyuk: Multiculture and multicultural teacher education. Sŏul T'ŭkpyŏlsi: Hakchisa, 2017.

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Ledoux, Michel. Multicultural Canada : a graphic overview =: Un Canada multiculturel : représentation graphique. Ottawa, Ont: Multiculturalism and Citizenship Canada = Multiculturalisme et citoyenneté Canada, 1990.

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1944-, Rogers Mary F., and Ritzer George, eds. Multicultural experiences, multicultural theories. New York: McGraw-Hill, 1996.

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Multicultural activities. Waterloo, Ontario: Roylco Ltd., 1990.

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James, Malcolm. Urban Multiculture. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137473813.

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Uomoto, Jay M., ed. Multicultural Neurorehabilitation. New York, NY: Springer Publishing Company, 2016. http://dx.doi.org/10.1891/9780826115287.

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McFarlane, Stuart. Multicultural index. Exmouth: Rolle Faculty of Education, Polytechnic South West, 1991.

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McFarlane, Stuart. Multicultural index. Exmouth: Rolle Faculty of Education, Polytechnic SouthWest, 1991.

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Sharma, Sanjay. Multicultural Encounters. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230599321.

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Book chapters on the topic "Multicultura"

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Nguyen, Angela-Minhtu D., and Verónica Benet-Martínez. "Multicultural Identity." In The Psychology of Social and Cultural Diversity, 85–114. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444325447.ch5.

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Ennals, Richard. "Multicultural Society." In Work Life 2000 Yearbook 3, 158–76. London: Springer London, 2001. http://dx.doi.org/10.1007/978-1-4471-0291-5_6.

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Gnecco, Cristóbal. "Multicultural Archaeology." In Encyclopedia of Global Archaeology, 7463–71. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-30018-0_267.

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Asher, Nina. "Multicultural Education." In Encyclopedia of Adolescence, 1805–10. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_315.

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Khanfer, Riyad, John Ryan, Howard Aizenstein, Seema Mutti, David Busse, Ilona S. Yim, J. Rick Turner, et al. "Multicultural Health." In Encyclopedia of Behavioral Medicine, 1266. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_101109.

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Nelson, Jacqueline, and Christina Ho. "Multicultural Cities." In Understanding Urbanism, 135–49. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4386-9_9.

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Kopper, Enid. "Multicultural Teams." In Interkulturelles Management, 363–83. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-662-07971-3_13.

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Gnecco, Cristóbal. "Multicultural Archaeology." In Encyclopedia of Global Archaeology, 5074–82. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4419-0465-2_267.

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Gonzalez, Teresa. "Multicultural Education." In Encyclopedia of Child Behavior and Development, 980–82. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_1862.

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Asher, Nina. "Multicultural Education." In Encyclopedia of Adolescence, 2432–38. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_315.

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Conference papers on the topic "Multicultura"

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Topcu, Umran, and Cem Topcu. "MULTICULTURAL EDUCATION THROUGH MULTICULTURAL SOUNDS OF İSTANBUL." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2888.

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Mora Fernández, Jorge Ignacio. "Multicultural videos." In Proceeding of the 1st ACM international workshop. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1462039.1462045.

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Shah Jahan Miah, Md. "Accessibility Improvement of Multicultural Educational Web Interface by using the User Centred Design (UCD) Approach." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2769.

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Designing of web accessibility features need to accommodate cultural differences in the multicultural world. This paper finds the literature on how the web accessibility features of educational website can be improved for multicultural users by using the User Centred Design (UCD) approach. This paper reviews previous research on multicultural approach, accessibility functions and UCD approach. The reviews found some multicultural factors interpreted in terms of some cultural variables like Power distance, Uncertainty avoidance, Individualism, Universalism, Masculinity, Neutral Culture, Specific culture and Achievement level during the designing of multicultural web sites, and the close observation on multicultural user’s understanding is important in designing well-functioned accessibility features. This paper explores the background on the UCD approach in designing the multicultural web accessibility, beyond the access for users from different cultures. In particular, this paper intends to explain the opportunity of UCD approach in designing the multicultural accessibility features.
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Svyridiuk, Olha, Svitlana Shumaieva, and Vitalii Svyrydiuk. "Multicultural Education: Ukrainian Challenges." In World Lumen Congress 2021, May 26-30, 2021, Iasi, Romania. LUMEN Publishing House, 2022. http://dx.doi.org/10.18662/wlc2021/62.

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Ukraine is a multinational and multicultural country. Though Ukrainian scientists have studied the issue of multicultural education from different aspects, nevertheless, there is no special or ideal model of multicultural education. That is why we decided to monitor the students’ multicultural education state at secondary schools of Ukraine. In order to identify the state of multicultural education in Ukrainian schools we conducted an empirical study in schools of Cherkasy region among primary, secondary and senior level students. The main method was determined as questionnaire, which is provided for clarification of issues of national-patriotic and multicultural orientation. Accordingly, questionnaires that combined quantitative and qualitative data collection were offered to the 4th, 6th and 11th grade students in some schools in Uman and Uman district, covering 296 respondents. Thus, the monitoring of the state of multicultural education in Ukrainian school education has shown that the problem of multicultural upbringing of children and young people is addressed at the government level, relevant research is conducted, some aspects of multiculturalism are observed in educational programs of some subjects, but the level of multicultural education of students should be higher.
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Kim, Youngsoon, and Seungeun Choi. "Exploring the Elementary Students’ Multicultural Sensitivity through Multicultural Chorus." In Education 2013. Science & Engineering Research Support soCiety, 2013. http://dx.doi.org/10.14257/astl.2013.36.25.

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Sunu, I. Gusti Ketut Arya. "Multicultural Education Management." In 5th Asian Education Symposium 2020 (AES 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210715.023.

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Haromaini, Ahmad. "Multicultural Responsive Interpretation." In Proceedings of the 5th International Conference on Social and Political Sciences, ICSPS 2019, 12th November 2019, Jakarta, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.12-11-2019.2293522.

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Mutiah, Ms, and Puspita Sari Sukardani. "Multicultural Interreligious Society." In Proceedings of the 1st International Conference on Social Sciences (ICSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icss-18.2018.69.

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Lin, Show-Mei. "Using Digital Multicultural Literature to Foster College Students' Multicultural Competence." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1689230.

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Ahmed, Aicha Abdallah Mohamed. "Cultural Competence in the Eyes of Health Cluster Faculty Members at Qatar University: Perception and Application-a Mixed Methods study." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0229.

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Background: Globalization impacts several aspects of life including education. Medical education in Qatar is progressing and developing by the effort of multicultural teams that ensure the emergence of future healthcare providers that are patient-centered, well educated and well knowledgeable. Although having this multicultural teaching can be beneficial in some area, it can represent a challenge. This study aims to investigate the perception of Medical colleges’ faculty members at Qatar University (QU) about the impact of this diversity on the health education in specific and Qatar’s cultures and values in general. Methods: A mixed-methods design was followed, where two types of data were collected in a parallel manner; quantitative and qualitative data. A survey link (Quantitative) was sent to the health clusters faculty members at QU. The questions in the survey were based on a validated tool known as ‘’Multicultural Teaching Competence Scale’’. A focus group was conducted with the faculty members to access in depth their perception. Results: The total score of Multicultural Teaching Competence of all the participants was between 39 and 77 (The maximum in the tool is 80 and the minimum is 16), which is divided into total score of Multicultural Teaching Competence Skill of all the participants, where the higher score was 48 and the lowest score was 19 (The maximum is 60 and the minimum is 10), and total score of Multicultural Teaching knowledge, where the higher score was 30 and the lowest was 9 (The maximum is 36 and the minimum 9). The focus group was transcribed and divided into themes based on the interview with faculty members. Conclusion: In conclusion, both the qualitative and quantitative data showed a positive behavior toward the multicultural teaching. Therefore, this study shows that the faculty members in health cluster colleges at Qatar University are generally knowledgeable and skilled in relation to the multicultural teaching
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Reports on the topic "Multicultura"

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Rentsch, Joan R., Allison Gunderson, Gerald F. Goodwin, and Allison Abbe. Conceptualizing Multicultural Perspective Taking Skills. Fort Belvoir, VA: Defense Technical Information Center, November 2007. http://dx.doi.org/10.21236/ada475097.

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Silva Calpa, Alicia Cristina, Diego Germán Martínez Delgado, and Julio Cesar Montoya R. Enfoque multidisciplinar, multicultural y sistémico organizacional. Universidad Nacional Abierta y a Distancia, 2016. http://dx.doi.org/10.22490/ecacen.1916.

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Houghton, Angela. 50+ Multicultural Population State Fact Sheets, 2017. AARP Research, September 2017. http://dx.doi.org/10.26419/res.00054.000.

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Houghton, Angela, and Kadeem Thorpe. 50+ Multicultural Population State Fact Sheets, 2017: Arizona. AARP Research, September 2017. http://dx.doi.org/10.26419/res.00054.001.

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Houghton, Angela, and Kadeem Thorpe. 50+ Multicultural Population State Fact Sheets, 2017: California. AARP Research, September 2017. http://dx.doi.org/10.26419/res.00054.002.

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Houghton, Angela, and Kadeem Thorpe. 50+ Multicultural Population State Fact Sheets, 2017: Florida. AARP Research, September 2017. http://dx.doi.org/10.26419/res.00054.003.

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Houghton, Angela, and Kadeem Thorpe. 50+ Multicultural Population State Fact Sheets, 2017: Georgia. AARP Research, September 2017. http://dx.doi.org/10.26419/res.00054.004.

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Houghton, Angela, and Kadeem Thorpe. 50+ Multicultural Population State Fact Sheets, 2017: Illinois. AARP Research, September 2017. http://dx.doi.org/10.26419/res.00054.005.

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Houghton, Angela, and Kadeem Thorpe. 50+ Multicultural Population State Fact Sheets, 2017: Michigan. AARP Research, September 2017. http://dx.doi.org/10.26419/res.00054.007.

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Houghton, Angela, and Kadeem Thorpe. 50+ Multicultural Population State Fact Sheets, 2017: Missouri. AARP Research, September 2017. http://dx.doi.org/10.26419/res.00054.008.

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