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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.Submitted by Dioneide Barros (dioneidebarros@gmail.com) on 2016-05-31T13:22:24Z No. of bitstreams: 1 2016_dis_icaguiar.pdf: 1969750 bytes, checksum: 08040bf8ebd654ed9fa1ae9c8a29ca79 (MD5)
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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 CavalcantiTese (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
Doutorado
Doutor em Linguística Aplicada
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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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Karlsson, Madeleine, and Tove Jansson. "”Multiculture is not a problem, but the diverse backgrounds are” : A study about five teachers’ thoughts about multicultural teaching in a gouvernmental school in Banaras." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-39792.
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This study focuses on multiculture from a teacher's point of view. Five teachers, all working in a governmental school in Banaras were interviewed about their thoughts on multiculture and how they act in the classroom. The question formulations are the following: How do the teachers in a governmental school in Banaras approach and work with the religious diversity that exists in the classroom? In what ways are the teachers in a governmental school in Banaras observing and working with the students’ different culture? What are the thoughts about teaching and school situations with students from different socioeconomic backgrounds among teachers who work in a governmental school in Banaras? The theory in this study is an intercultural perspective which we used by using multicultural learning, culture and language. The conclusion is that the teachers are working in a inclusive way in a diverse school in Banaras, India.
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Loewald, Uyen, of Western Sydney Hawkesbury University, and School of Social Ecology and Lifelong Learning. "Multicultural community development." THESIS_XXX_SELL_Loewald_U.xml, 1994. http://handle.uws.edu.au:8081/1959.7/341.
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This thesis is concerned with migrants’ experience of their acceptance and well-being in Australian society, particularly the unconscious processes reflected in dreams and communication patterns; the provision of services intended to be of help in settlement; and the relationship between the unconscious processes and the provision of services. Collaborating with clients, colleagues who share similar interests and concerns, people with special skills and cultural knowledge, and some Management Committee members of the Migrant Resource Centre of Canberra and Queanbeyan, Inc. the author has investigated the multicultural unconscious, government policies and guidelines related to services to recent arrivals and people of non-English-speaking backgrounds, measures to address gaps in services for appropriate improvement. The research approach is naturalistic with a strong emphasis on the author’s personal reflections and case studies of people and projects.Master of Science (Hons) Social Ecology
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Merriman, Carolyn S. "Multicultural Focus Groups." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/8465.
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Silverman, Karen M. "Multicultural art education /." View abstract, 1999. http://library.ctstateu.edu/ccsu%5Ftheses/1548.html.
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Thesis (M.S.)--Central Connecticut State University, 1999.Thesis advisor: Dr. Cassandra Broadus-Garcia. " ... in partial fulfillment of the requirements for the degree of Master of Science [in Art]." Includes bibliographical references (leaves 65-68).
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Loewald, Uyen. "Multicultural community development." Thesis, View thesis, 1994. http://handle.uws.edu.au:8081/1959.7/341.
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This thesis is concerned with migrants’ experience of their acceptance and well-being in Australian society, particularly the unconscious processes reflected in dreams and communication patterns; the provision of services intended to be of help in settlement; and the relationship between the unconscious processes and the provision of services. Collaborating with clients, colleagues who share similar interests and concerns, people with special skills and cultural knowledge, and some Management Committee members of the Migrant Resource Centre of Canberra and Queanbeyan, Inc. the author has investigated the multicultural unconscious, government policies and guidelines related to services to recent arrivals and people of non-English-speaking backgrounds, measures to address gaps in services for appropriate improvement. The research approach is naturalistic with a strong emphasis on the author’s personal reflections and case studies of people and projects.
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Loewald, Uyen. "Multicultural community development /." View thesis, 1994. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031202.153318/index.html.
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Bangura, Yusif. "Multicultural Education: The Relationship Between Preservice Teachers' Multicultural Self-Efficacy and Cultural Awareness When Teaching in Multicultural Classrooms." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522682134643678.
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Hunter, Joanna Stansfield. "Navigating the multicultural imperative the case of a multicultural Greek council /." Tallahassee, Florida : Florida State University, 2010. http://etd.lib.fsu.edu/theses/available/etd-04092010-123906/.
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Thesis (Ph. D.)--Florida State University, 2010.Title and description from dissertation home page (viewed on July 27, 2010). Advisor: Irene Padavic, Florida State University, College of Social Sciences and Public Policy, Dept. of Sociology. Includes bibliographical references.
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McDowell, Anne Joan. "Multicultural, multiracial leadership camps." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/30903.
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Few qualitative and quantitative studies of multicultural, multiracial leadership programs, or simply MLPs, have been undertaken. This qualitative study is based upon a case study methodology. A comparison of one school board's MLP with similar MLPs offered by other local boards of education is offered. A description and analysis of contemporary Canadian social, cultural, political, and linguistic diversity establishes the context in which these programs are set.
A number of different definitions of terms associated with multiculturalism are discussed. Multiculturalism is based upon five general principles: (1) the retention and development of cultures, (2) the sharing of cultures, (3) the development of positive, equitable, and participatory individual and intergroup relations, (4) the respect and observance of human rights and civil liberties, and, (5) equality and equity. Education programs, policies and actions, including MLPs, are based upon some or all of the principles of multiculturalism. The design and implementation of these programs is symbolic of the furtherevolution of multicultural education from a systemic approach within education to a specific curriculum strategy.
Within the thesis, a number of conclusions are reached. First, the full implementation of equality and equity within the Canadian society requires greater emphasis; policies, programs and actions which are designed to realize approach this ideal are mandatory. Second, greater access to government reports and materials is required. Third, the area of MLPs requires further investigation and analysis. Four, MLPs are based upon theory and field based strategies designed to increase tolerance, understanding, and acceptance of minority groups. Five, many MLPs share certain commonalities, but are modified according to individual school
board needs and resources. Six, among the board level MLPs considered, the Ontario Multicultural, Multiracial Leadership Camp was highly influencial in the design and implementation of local school board camps. Seven, the MLP of the Board being studied requires modification; a number of models of multicultural leadership camps are offered as possible choices.Education, Faculty of
Graduate
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Takahashi, Mika. "Multicultural preservice teacher education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0005/MQ29572.pdf.
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Takahashi, Mika. "Multicultural preservice teacher education." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26762.
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This study examined instructional strategies and their impacts on preservice teachers' attitude toward multicultural issues and learners. A qualitative phenomenological approach is used for this study because of my philosophical belief in multiple realities.The research site was a classroom of the Multi-Cultured/Multi-Racial course offered by the Faculty of Education in an English University located in the Montreal area. The studied course was a compulsory preservice teacher training course implemented for the first time in response to the requirement of the Ministry of Education in Quebec.
The data were gathered through classroom observation, questionnaires distributed to preservice teachers in the classroom, interviews with five preservice teachers enrolled in the studied course, and an interview with the course director.
Sessions of cooperative learning and discussions following videos seemed to be effective to deepen preservice teachers' understandings of multicultural issues and teaching. The effects that the studied course had on preservice teachers differed among respondents depending on their previous experience. Preservice teachers with minimal multicultural experience felt that they learned a lot from the course, whereas preservice teachers with more multicultural experience felt that the course fell short of their expectations.
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Fleischman, Nessim Moris. "Centro de difusión multicultural." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2013. http://hdl.handle.net/10757/273362.
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Ramaswamy, Aparna. "Cultivating Multicultural Counseling Competence." Thesis, University of the Cumberlands, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10591898.
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The concept of multiculturalism has traditionally referred to visible racial and ethnic cultural differences among people, and has expanded to include other marginalized and oppressed populations in the United States in the past 25 years. However, in the context of counselor education, there appears to be an incomplete understanding of what constitutes multicultural competence, the characteristics a competent counselor embodies, and how counselor education programs are evaluated for their efficacy in cultivating multicultural competence. The hypothesis guiding the current study was that there are shared characteristics between a mindful counselor and a multiculturally competent counselor such as cultural humility, increased awareness, genuineness, cultural empathy, and a non-judgmental disposition. To explore this further, the researcher used a mixed method research methodology to explore the phenomena of multicultural counseling competence and mindfulness. The qualitative aspect of this study involved the use of a hermeneutic phenomenological approach to correlate the attributes that are shared between these two phenomena, while the quantitative aspect involved using the Mindful Attention Awareness Scale and Everyday Multicultural Competencies / Revised Scale of Ethnocultural Empathy to statistically measure the magnitude of the correlation between mindfulness and multicultural competence. A grounded theory for the cultivation of multicultural counseling competence is presented in the final chapter as a synthetic outcome of this study.
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Cochrane, Victoria Rae. "Literacy through multicultural literature." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1601.
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Dang, Yue. "The Contribution of Multicultural Counseling Competencies to Multicultural Supervision Competencies Among Counseling Supervisors." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1496967532380558.
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Carr, Jarice N. "The Effects of Multicultural Discussions and Supervisory Working Alliance on Multicultural Counseling Competence." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062828/.
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This study examined the influence of multicultural training, multicultural discussions in supervision, and the supervisory working alliance on multicultural counseling competence. The sample consisted of 57 doctoral counseling interns, doctoral graduate students and post-doctoral students in counseling and clinical psychology. Participants completed several instruments including a demographic questionnaire, the Supervisory Working Alliance Inventory - Trainee, and the Multicultural Counseling Inventory. They filled out two questionnaires created for this study, one assessing multicultural discussions in supervision and another quantifying their multicultural training experience. Data analyses included multiple hierarchical regression, utilizing the Hayes PROCESS macro. Multicultural discussions in supervision moderated the relationship between the supervisory working alliance and multicultural counseling competence, but did not significantly moderate the relationship between multicultural training and multicultural counseling competence. Findings suggest that when multicultural discussions in supervision are positive, they significantly increases the strength of the relationship between good supervisory working alliance and multicultural counseling competence in psychology trainees. The findings may inform supervision practices and improve multicultural counseling competence in psychology graduate student trainees.
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Attilee, Sheryl. "Multicultural Competency in Online Counseling Courses: Before and After a Multicultural Counseling Course." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6302.
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The importance of multicultural counseling training received much attention for decades, however, studies on effective training focused on multicultural counseling training in a face-to-face environment with minimal focus on online training environments. These studies found that face-to-face interactions had the most impact on multicultural training. Therefore, the current study was an evaluation of online master's counseling students' and graduates' multicultural attitudes to determine the effectiveness of online multicultural training using Banks' transformative approach. The research questions focused on the significant difference in participants' recalled multicultural attitude scores (know, care, and act) before an online multicultural counseling course as compared to recalled multicultural attitude scores after an online multicultural counseling course as measured by the Multicultural Attitude Scale Questionnaire (MASQUE). A quantitative survey design was used with a convenience sample of 129 students enrolled in online counselor education programs to measure their multicultural attitude changes before and after a multicultural counseling course. Results were analyzed using MANCOVA with group designs and interpreted using a one-tailed F-test to determine if there were statistically significant differences in the multicultural attitude scores of students before and after completing an online multicultural counseling course. The results indicated a statistically significant difference in Knowledge scores (F(1, 112) = 59.23, p < .001) and Care scores (F(1, 112) = 73.57, p < .001) from before as compared to after taking the course. Ultimately, the results established the effectiveness and reputation of online counselor education programs and multicultural counseling training.
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Rosander, Oscar, and Elena Borta. "Leadership in Multicultural Teams : Impact of Highly Educated & Multicultural Creative Teams on Leadership." Thesis, Linköpings universitet, Företagsekonomi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-138443.
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With a rapidly changing work environment due to increased migration and ease of travel, organisations today is challenged by a multicultural setting of individuals in employment. Additionally there is an increase in the number of highly educated employees working in the same teams as lesser educated individuals. The purpose of this paper is to research how the leadership is influenced by the cultural and educational diversity in a team. The study is a comparison study between two demographically similar teams in the same organisation. The difference between teams is that one team comprises of highly educated individuals classified under creative class based on Richard Florida's (2002) workforce classification. The other team comprises of individuals with lower education and are classified under service class. This research has found that the leadership is influenced in a different way when the level of education is included in the multicultural teams. Thus, besides culture, education also plays a big part in how the leadership is impacted.
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Green, Carlton Everett. "Racial Identity and Multicultural Supervision as Related to Multicultural Competence: Perceptions of ALANA Trainees." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2771.
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Thesis advisor: Janet E. HelmsTraining racial/ethnic minorities, or people of Color (POC), to provide culturally competent mental health care has gained increasing significance in counselor education and applied psychology programs in the past 30 years. From a developmental perspective, race may be the most salient psychosocial lens through which POC trainees perceive and experience professional training; multicultural supervision might be the primary mode for developing their cultural competence. However, supervision may not sufficiently attend to POC trainees' race-related characteristics. To better understand the possible influence of POC trainees' racial psychosocial development and experiences of multicultural supervision on their competence in counseling clients of Color, the present study examined relationships among POC trainees' racial identity attitudes, perceptions of multicultural supervision, and self-reported multicultural counseling competencies. POC trainees (N = 203) from clinical, counseling, and school psychology programs, who had completed at least one semester of therapy supervision, completed a sociodemographic questionnaire, the People of Color Racial Identity Attitudes Scale (Helms, 2011), the Multicultural Supervision Competencies Questionnaire (Wong & Wong, 1999), and the Multicultural Counseling Inventory (Sodowsky et al., 1994). Canonical correlation and regression analyses were used to investigate relationships among the variables. The canonical correlation analyses revealed three statistically significant patterns: (a) "Competent Internalization," wherein trainees reported positive relationships between self-actualizing racial identity attitudes (i.e., Internalization) and multicultural counseling competencies; (b) "Racially Ambivalent Relationships" characterized trainees endorsing low levels of Dissonant and Immersion/Resistance racial identity and increased competence in managing racial/cultural dynamics in counseling relationships; and (c) "Supervision Incompetence," characterized by POC trainees rating supervisors' cultural competence and their own multicultural knowledge, awareness, and skills competencies as low. Two multiple regression analyses indicated that only Internalization racial identity attitudes uniquely contributed to predicting trainees' perceptions of supervisors' cultural competence. Results were discussed with respect to how supervisors might utilize Helms's (1995) racial identity theory in multicultural supervision to assess and promote racial identity development and enhanced multicultural counseling competencies. Methodological limitations of the study and implications for research and practice are discussed
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental, and Educational Psychology
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Hall, Douglas Alan, University of Western Sydney, of Arts Education and Social Sciences College, and of Communication Design and Media School. "Intercultural communication: a multicultural perspective." THESIS_CAESS_CDM_Hall_D.xml, 2005. http://handle.uws.edu.au:8081/1959.7/515.
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Intercultural communication theory and research have largely been based on the assumption that dealing with cultural differences is the key element in intercultural encounters. This is applied particularly to encounters between people from different societies, either where a participant is visiting another country, or where that participant has recently migrated. Encounters between people who, though culturally different, live permanently together in the same society however, are not necessarily the same as encounters between people from different societies. In the light of this, intercultural communication theory should be reviewed and developed to better conceptualise the nature of intercultural interaction as it occurs within the same (multicultural) society. Such a review requires a framing of intercultural communication episodes within a broader social perspective, a more thorough investigation of the relationship of homogeneity and heterogeneity as it affects intercultural interaction and a greater focus how communication processes help to create culture as well as how they are influenced by culture. An organising model for the multicultural perspective is therefore proposed based on three key elements. First it incorporates a system approach that recognises influences on communication, the interactive process and the outcomes of that process. Second, it incorporates a three-tiered approach that recognises the role played by structural processes in establishing the character of the society, the general patterns of interaction that emerge from these structural processes and the individual application of these processes in communicative episodes. Third, it incorporates a recognition of the interplay of centripetal and centrifugal forces at each of these levels and the range of intercultural possibilities that this raises. The organising model is then used to analyse intercultural interactions across four focuses: meaning, social relations, identity and behaviourDoctor of Philosophy (PhD)
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Goodman, Brandie M. "Teachers' perceptions of multicultural education /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131464901.pdf.
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Erbil, Fethiye, Lisa Rogge, Nazile Şen, and Markus Siwick. "Working in a multicultural group." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6597/.
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Kools, Hanneke, Daniela Oleksakova, and Róisín White. "Working in a multicultural group." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6604/.
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1. Motivations for joining the project
2. Working with students from foreign countries
3. Use English as a common language
4. Differences between cultures
5. Teaching in a Slovak school
6. Problems with working in a multicultural group
7. Teaching and learning about European Values
8. Conclusion
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Trottier, Lauren. "Multicultural Personality and Psychological Functioning." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5879.
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As the U.S. becomes increasingly diverse, individuals will need to interact effectively with a wide range of people. The theory of multicultural personality refined by Ponterotto (2010) proposes that some individuals may be better suited than others to adapt to the changing demographic landscape. Individuals with a multicultural personality are theorized to have the ability to interact effectively within a wide range of contexts and draw on diverse experiences and resources to solve everyday problems in multiple ways as well as seek out diversity in their lives. Because of their skills and disposition, Ponterotto (2010) suggests that those with a multicultural personality may experience better psychological functioning than their non-multicultural counterparts. The current study utilized Structural Equation Modeling to test the hypothesis that individuals who endorse greater multicultural personality also exhibit less prejudice, greater ethnic identity, and better psychological functioning, defined as a combination of subjective well-being and clinical symptomology. Results indicated moderate fit to the data and examination of specific paths within the model suggests that the relationship between multicultural personality and subjective well-being may be stronger than that between multicultural personality and clinical symptomology. Differences by ethnicity were also found on measures of ethnic identity and mental health. These results highlight the need to further refine the concept of multicultural personality as well as examine the complex relationships between multicultural personality, subjective well-being, and clinical symptomology.M.S.
Masters
Psychology
Sciences
Psychology Clinical
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Tran, David. "Multicultural project settings : Perceived challenges." Thesis, Karlstads universitet, Handelshögskolan (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84580.
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The number of culturally diverse project teams has increased significantly over the years, as internationalization within organizations become more common. Individuals are more interconnected than ever, due to increased cultural exchange. The increased globalization also has created many challenges, such as streamlining multinational organizations, management and communication in multicultural settings. Furthermore, there has been studies showing that culturally diverse project teams have both a positive and negative impact on projects. The purpose of this study is to contribute to a deeper understanding of perceived challenges in multicultural project settings. In order to get a deeper understanding of the challenges, the study will address the perceived impacts of cultural differences in regard to the project member, as well as the challenges project members encounters and how these are managed. The author found that the cultural differences were noticeable when adapting to a new culture but faded as the respondents adjusted and became more like the individuals in the new culture. The challenges most of the respondents faced not speaking the language, not being used to the language and surrounded by different accents, which originated from language barriers. There was no universal solution to these challenges, instead, respondents dealt with it their own way or with the help of guidance from organizations. The study was done by conducting semi-structured interviews with a qualitive method to ensure extensive data. There were ten interviews in total, with individuals from different backgrounds and cultures around the world.
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Najder-Stefaniak, К. "Encounter in a multicultural world." Thesis, Сумський державний університет, 2014. http://essuir.sumdu.edu.ua/handle/123456789/34305.
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Encounter can only take place in the context of diversity. Contemporary man inhabits a multicultural world in which he encounters diversity during travel, through the media, at work, when moving to another residence in pursuit of work, when establishing a liaison with a life partner from another culture, or in encounters with culturally diverse individuals at school or at work. Contemporary man has no trouble in discerning difference within his life-space. It may be perceived as that which distinguishes or that which antagonises. It can also be perceived as an excuse for disregarding concepts like truth or falsehood. And it may also lead him to the conclusion that difference is enriching.
When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/34305
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Bitter, James, and Pat Robertson. "Integrating Feminism With Multicultural Counseling." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etsu-works/6080.
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Senman, Suna. "Swedish Teachers in Multicultural Classrooms." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-49124.
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Mass migration in the past five decades fills classrooms with a mix of cultures, values and national identities. Swedish teachers find themselves working in multicultural classrooms. The aim of this study is to identify the challenges teachers face and propose solutions. This study uses the qualitative research methods of grounded theory and participatory action research. This exploratory research uncovered the theory that political factors, support, self-image and multicultural competence impacted the teachers’ central task of raising Swedish citizens. Additionally, teachers reveal their tactics and proposed solutions to manage the challenges in multicultural classrooms. Teachers call for policy changes, including smaller class sizes and providing multicultural competency skills for teachers.
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Hilton, Kristina B. "Dynamics of Multicultural Social Networks." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6711.
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Historically human endeavors around the globe are in search of bilateral relationships. Knowledge and commerce has played a very significant role in increasing the ability for humans to connect for the betterment of the human species. As the means of communication improve, mutual benefits to the community as a whole also increase. Moreover, the benefits are filtered down to members of the overall community. Recent advancement in electronic communication technologies and in knowledge, in particular, physical, chemical, engineering and medical sciences and philosophies, have facilitated nearly instantaneous multi-cultural interactions. Local problems and solutions have become global. This has generated a need for cooperation, coordination, and co-management at local and global levels. This instant communication and easy access to almost all members of the global community, with minimal cost and effort, causes an increase in uncertainty and lack of clarity in communication and misunderstanding between the members of the community. This leads to a fuzzy and stochastic environment. In short, the 21st century has seen a significant increase in the need to consider all human endeavors as being subject to random environmental fluctuations.
More precisely, currently the human species is highly mobile. In this work, an attempt is made (1) to balance communities working cooperatively and cohesively with one another while preserving member ability to retain individuality and fostering an environment of cultural state diversity. We develop (2) constructive analytic algorithms that provide tools to study qualitative and quantitative properties of multicultural diverse dynamic social networks. Under network parametric space/set conditions (3) cohesion and co-existence of members of multicultural dynamic network are insured. The parametric conditions (4) are algebraically simple, easy to verify, and robust. Moreover, the presented study of parametric representations of cohesion, co-existence and consensus attributes and robustness of multicultural dynamic networks provides a quantitative tool for planning, policy and performance of human mobility processes for members of a multicultural dynamic network.
We develop and investigate (5) a deterministic dynamic multicultural network. To exhibit the significance of the analysis, ideas, the complexity and limitations, we present a specific prototype model. This serves to establish the framework for finding explicit sufficient conditions in terms of system parameters for studying a complex dynamic network. Further, we decompose the cultural state domain into invariant subsets (6) and consider the behavior of members within each cultural state subset. Moreover, we analyze the relative cultural affinity between individual members relative to the center of the social network. We then (7) outline the general method for investigating a multicultural cultural network. We also demonstrate the degree of conservatism of the estimates using Euler type numerical approximation schemes. We are then able to consider how changes in the various parametric effects are reflected on the dynamics of the network.
The deterministic multicultural dynamic model and analysis is extended (8) to a multicultural dynamic network under random environmental perturbations. We present a detailed prototype model for the purpose of investigation. Introducing the concept of stochastic cohesion and consensus in the context of probabilistic modes of convergence (9), the explicit sufficient conditions in terms of system parameters are given to exhibit the cohesive property of the stochastic network. The effects of random fluctuations are characterized.
We then extend the stochastic model (10) to a multicultural hybrid stochastic dynamic network model. By considering a hybrid dynamic, we can explore the properties of a multicultural dynamic under the influence of both continuous-time and discrete-time cultural dynamic systems. This model captures external influences and internal changes that may have an impact on the members and system parameters of the dynamic network. We extend the ideas of global cohesion and consensus to local cohesion and consensus (11). Again, the detailed study is focused on a prototype hybrid multicultural dynamic network. Using the ideas and tools developed from the stochastic network (12), we are able to establish conditions on the network parameters for which the cultural network is locally cohesive. Using Euler-Maruyama type numerical approximation schemes to model the network, we better understand to what extent the analytically developed estimates are feasible.
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Taylor, Tina. "Teachers attitudes' toward multicultural education." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999taylort.pdf.
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Sudan, Brenda Naimah. "Multicultural literature based reading program." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/584.
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Pearson, Ann Marie. "The importance of multicultural education." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1603.
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McGrane, Stephen Joseph. "Knowledge Sharing in Multicultural Organizations." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1975.
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Knowledge management is critical to achieving competitive advantage in the marketplace. The prominence of multicultural organizations also requires an understanding of knowledge-sharing behavior in multicultural teams. In spite of the need to accommodate these new conditions, a gap exists in the research on knowledge sharing in multicultural organizations. The purpose of this study was to examine factors that affect knowledge sharing in a multicultural context. In the research questions I examined the role that culture, monetary rewards, social units, and diversity play in knowledge sharing in a multicultural environment. This study used Hofstede's cultural dimension theory, Sveiby's knowledge-based theory, and agency theory as the theoretical foundation. A cross-sectional survey design was used for data collection. Data were collected from line managers in multicultural organizations in the United Arab Emirates (n=79). Sampling consisted of a nonprobability sample using convenience sampling. Multiple regression and path analyses were used to analyze the data. Results of this study indicated a positive relationship between the combined effect of rewards, social units, and cultural diversity on knowledge sharing in a multicultural context. There was also a positive relationship between rewards and knowledge sharing. However, no statistically significant relationship between social units or cultural diversity and knowledge sharing was found. This study may promote positive social change by improving understanding of how knowledge is shared in multicultural teams and by contributing to better cross-cultural communication. This study may be useful to managers of multicultural teams who want to improve knowledge sharing in their teams.
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Savvidis, Thanasis. "Leadership and multicultural education : an analysis of multicultural leadership practice in a Cypriot primary school." Thesis, Open University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.580683.
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This study set out to gain an understanding of the leadership practice in response to the multicultural orientation of education due to the increasingly multicultural environment of schools in Cyprus. The research aimed to analyse the complexity of leadership and ME by investigating the different school stakeholders' roles in and contribution to the leadership behaviour and practice of ME in a Cypriot primary school. Aiming to provide an in depth and rounded view of the beliefs, and behaviours of the different stakeholders that may affect the processes of leadership practice for ME, the study adopted a qualitative, case study design. Purposive sampling and criterion-based selection were used to select a primary school and to identify stakeholders within that school to participate in the study. The participants were the headteacher, teachers, parents, students and inspector of the school. The main research instrument employed as the semi-structured interview. Other data collection methods included observation, concept map, conversation, documents and open questionnaire. Data were analysed using thematic analysis by employing themes and codes both preconceived as well as grounded in the data. The study used Bronfenbrenner's (1979) ecological model as a conceptual framework to analyse the evidence and examine the research aims. The findings reveal the complexity of multicultural leadership practice and the influence of the different school stakeholders' beliefs and behaviour. Furthermore, the research findings highlight the importance of a moral, democratic and distributed discourse of leadership in response to multiculturalism,: accompanied by forms of transformational and instructional leadership. Another outcome is that the practice of multi cultural leadership is affected by the ecological system of the school in various ways. Finally, some behaviours and characteristics (conceptualizations of ME, multicultural competence, celebrating diversity, parental and communal involvement, state support, school culture, relationships, curriculum, collaboration, experience and personal qualities, school's support system) are presented as those that may enable or disable multicultural leadership practice in the school in numerous different ways. The findings discussed in this report provide important data that could be interesting for researchers and professionals in the field of educational leadership, multi cultural education and school policy. These concern school stakeholders (teachers, headteachers, students, parents, governors and inspectors), policy makers and providers of leadership professional development programmes.
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Nathan, Ganesh. "Social freedom in a multicultural state : a normative theory of the politics of multicultural integration." Thesis, Cardiff University, 2009. http://orca.cf.ac.uk/54827/.
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This thesis develops a normative account of the politics of multiculturalism within the paradigm of an anti-essentialist notion of culture while avoiding the pitfall of 'plural monoculturalism'. In so doing, it contributes to the ongoing critiques of essentialist notions of culture and attempts to overcome the normative deficiencies of Kymlicka's theory of liberal multiculturalism, which tends to lead to the subordination of post- immigration ethnic minorities in accessing common institutions and to collapse a multicultural society into plural monocultures. To overcome these deficiencies, this thesis draws upon Benhabib's critiques of essentialist notions of culture and seeks support in Dilthey's works, even though these are not the obvious point of reference for multiculturalism. However, they do help present a model of culture without ossifying individuals within culture and reifying culture. Dilthey's idea of meaning in history, along with Dworkin's account of well-being, allows us to develop a normative account of well-being without succumbing to reductionism, and thereby to argue - similarly to Benhabib's as well as Arendt's emphasis - that we must be concerned with the circumstances of injustice that affect human conditions within the problematic social world, rather than with a universal human nature. Based on this premise, this thesis shows that social justice is a prime parameter of the 'right circumstances' because unjust circumstances may prevent individuals from pursuing their well-being, which is constituted by engaging in meaningful activities in accord with their genuine convictions. It argues that social freedom is essentially 'agency- freedom' - the notion of freedom as non-domination that is central to modem republicanism - which is tied to social justice, and that an assault on one's capability to participate as a citizen of equal status negatively affects one's social freedom. Drawing from Sen's and Nussbaum's capability approaches, this thesis shows that multicultural social justice should be understood as minorities' 'capability to function' as citizens of equal status, especially in deliberating on claims for recognition as cultural practices are normatively contestable. It argues that the minimal and common normative conditions - social recognition and non-domination - rooted in self-respect must be met without reifying culture and identity. Moreover, it argues that social virtues are important to ensure the egalitarian reciprocity of treating one another as citizens of equal status. Based on this normative premise, the politics of multicultural integration needs to satisfy a set of criteria. The set of criteria developed as a main part of the thesis has the capacity to normatively discriminate in a principled manner among competing political approaches to multiculturalism and diversity. This thesis concludes that modern civic republicanism, mainly derived from Honohan's works, better fulfils the conditions of the normative criteria than liberalism or communitarianism.
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Deroche, Melissa D. "The relationship between perceived multicultural disability competence, multicultural counseling coursework, and disability-related life experience." ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2252.
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The aim of this study was to explore the perceived multicultural disability competence of master’s-level counseling students in CACREP-accredited programs given their disability-related life experience(s) and multicultural counseling course completion and to assess the extent to which the topic of ability/disability is addressed in multicultural counseling coursework. Participants (n = 285) were electronically surveyed using the Counseling Clientswith Disabilities Survey (CCDS; Strike, 2001) and a researcher developed biographical questionnaire. Collectively, study results indicated that both disability-related life experience(s) and multicultural counseling course completion positively impacted participant perceived multicultural disability competence. However, disability-related life experience(s) seemed to have a greater level of impact and significantly predicted self-awareness, perceived knowledge, and perceived skills. Results of this study indicated that the topic of ability/disability or persons with disabilities is given less attention than other topics covered in multicultural counseling courses within CACREP-accredited programs.
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Mullins, Lorie. "The Effects of Multicultural Diversity Training on the Development of a Multicultural Perspective in Preservice Teachers." TopSCHOLAR®, 1998. http://digitalcommons.wku.edu/theses/271.
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The purpose of the present study was to investigate the effects of a multicultural diversity workshop in helping preservice teachers to develop a multicultural perspective and to determine whether any significant differences existed for the preservice teachers in terms of their gender, age, geographic background, and preferred teaching level. Participants were 216 preservice teachers enrolled in an educational psychology course at Western Kentucky University in Bowling Green, Kentucky. A repeated-measures design was used to determine if significant changes had occurred as a result of the preservice teachers' attendance of a multicultural diversity workshop. The method of assessment involved four composite scales developed from a pre- and post-survey about diversity issues. The results of the present study indicated that, after attending the workshop, preservice teachers demonstrated positive changes in their awareness of discrimination, interaction with diverse groups, and comfort level with diverse others. Some significant differences for the preservice teacher demographics of age, geographic background, and preferred teaching level were also discovered. Implications for further research are discussed.
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Rizgar, Shahyan. "The Crisis of Identity in a Multicultural Society : A Multicultural Reading of Zadie Smith’s White Teeth." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30710.
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This essay, on Zadie Smith’s White Teeth, deals with the characters’ identities and the influences of multiculturalism on their complex identities. It also discusses the role of the characters roots and history in constructing their identities and how they have made life problematic for the characters in multicultural London. The roots and history of the first generation of immigrants make problematic identities for the second generation in the novel. The main aim of this essay is to demonstrate the instability of identity as depicted in the novel. The characters in the novel cannot ‘’plan’’ their identities because it is a process which continues in all stages of life. Though the first generation of immigrants want to ‘’plan’’ an identity for their children (the second generation of immigrants), they are not successful. Because identity is a process and it is changeable based on place and time. The second generation of immigrants, who live in London, tries to mix the dominant culture (English culture) with their familial culture in order to have a different identity. They also want to escape from their family’s roots and history but it is difficult, because leaving roots is not an easy process.
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Åman, Anna, and Gabriella Ahlbom. "Empowerment in a multicultural organization : The perception of empowerment from a multicultural and oraganizational level perspective." Thesis, KTH, Industriell ekonomi och organisation (Inst.), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-123982.
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During the last decades, corporations have become more multinational, and the concept of employee empowerment has become one of the largest management trends within organizations. Managers need to be flexible when working with multicultural employees and understand that practices are perceived differently depending on the national culture and organizational level. Today relatively little research has focused on empowerment from a multicultural perspective. Thus, the purpose of this thesis is to examine how empowerment is perceived in a multicultural company, by analyzing the perceptions of the employees with different backgrounds and positions in a single firm setting. In addition, this thesis strives to study how empowerment can be reinforced in order to overcome cultural and organizational differences. This was examined through a case study at a fast-moving consumer goods (FMCG) organization in Sweden. Semi-structured interviews were held to obtain an in-depth understanding, while a survey was designed to support the interviews and to get a general picture of the organization. For the analysis, the respondents were divided into different categories, based on nationality and organizational level. The results indicated that the employees had an overall positive attitude towards empowerment in the case company, and that there is a relationship between the perception of empowerment and nationality. It also suggested that the perception of empowerment diverges between the levels of a multicultural organization, where subordinates, lower managers and top managers experience situations differently. In addition, the results indicated that the organizational culture should be utilized in order to overcome the cultural and organizational differences in a multicultural organization, through recognizing and solving the main problems that could affect the perception of empowerment. Particularly through maintaining good communication, which is vital in terms of empowerment, it is possible to strengthen the organizational culture. This in turn could reinforce the employee empowerment, as aspects that positively affect this concept could be encouraged through the organizational culture.Under de senaste decennierna har företag blivit allt mer multinationella, medan konceptet empowerment har blivit en av de största management-trenderna inom företagsvärlden. Managers behöver vara mer flexibla när de arbetar med en multikulturell arbetsstyrka, samt ha en förståelse för att olika arbetstekniker kan upplevas annorlunda beroende på nationell bakgrund och position i företaget. Idag har relativt lite forskning gjorts inom området empowerment från ett multikulturellt perspektiv. Därför är syftet med detta examensarbete att undersöka hur empowerment upplevs i ett multikulturellt företag, genom att analysera uppfattningarna från anställda med olika bakgrunder och positioner. Dessutom strävar detta arbete efter att undersöka hur empowerment kan förstärkas för att överkomma kulturella och organisatoriska skillnader. För att studera detta har en fallstudie gjorts på ett företag inom snabbrörliga konsumtionsvaror (FMCG) i Sverige. Semi-strukturerade intervjuer genomfördes för att nå en fördjupad förståelse, medan en enkät designades för att stödja resultaten från intervjuerna och för att få en generell bild av företaget. För analysen delades respondenterna upp i olika kategorier, baserat på nationalitet och organisatorisk nivå. Resultaten på fallstudieföretaget indikerade att de anställda hade en övergripande positiv syn på empowerment och att det finns ett förhållande mellan upplevelsen av empowerment och nationell bakgrund. Vidare föreslog resultaten att synen av empowerment tenderar att skilja sig mellan olika nivåer på ett multikulturellt företag, då underanställda och managers på lägre och högre uppsatta positioner upplever situationer olika. Dessutom visade resultaten att den organisatoriska kulturen på ett företag kan utnyttjas för att överkomma kulturella och organisatoriska skillnader, genom att identifiera och lösa de största problemen som kan påverka uppfattningen av empowerment. Det är speciellt möjligt att stärka den organisatoriska kulturen genom att upprätthålla en bra kommunikation, vilket är vitalt inom empowerment. Vidare kan känslan av empowerment förstärkas genom den organisatoriska kulturen genom att uppmuntra de gemensamma värderingar som påverkar konceptet.
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Lee, Joyce C. "Visioning Diversity: Planning Vancouver's Multicultural Communities." Thesis, Waterloo, Ont. University of Waterloo, [School of Planning], 2002. http://etd.uwaterloo.ca/etd/jc3lee2002.pdf.
Full textAbstract:
Thesis (M.A.) - University of Waterloo, 2002."A thesis presented to the University of Waterloo in fulfillment of the thesis requirement for the degree of Master of Ars in Planning". Includes bibliographical references.