Bibliografías temáticas / Cultural Studies

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Literatura académica sobre el tema "Cultural Studies"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 5 de julio de 2025

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Artículos de revistas sobre el tema "Cultural Studies"

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Baetens, Jan. "Cultural studies after the cultural studies paradigm." Cultural Studies 19, no. 1 (January 2005): 1–13. http://dx.doi.org/10.1080/09502380500040407.

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Musner, Lutz. "Kulturwissenschaften a cultural studies: dva nepodobní sourozenci? [Kulturwissenschaften and Cultural Studies: Two Dissimilar Siblings?]." Czech Sociological Review 40, no. 1-2 (February 1, 2004): 67–76. http://dx.doi.org/10.13060/00380288.2004.40.1.05.

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Eriksson, Birgit. "Cultural Studies." K&K - Kultur og Klasse 37, no. 107 (May 22, 2009): 181–84. http://dx.doi.org/10.7146/kok.v37i107.22019.

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Martin Manalansan. "Cultural Studies." Journal of Asian American Studies 11, no. 2 (2008): 229–30. http://dx.doi.org/10.1353/jaas.0.0000.

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Rachael Miyung Joo. "Cultural Studies." Journal of Asian American Studies 12, no. 3 (2009): 347–48. http://dx.doi.org/10.1353/jaas.0.0049.

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Prashad, Vijay. "Cultural Studies." Journal of Asian American Studies 8, no. 2 (2005): 221–22. http://dx.doi.org/10.1353/jaas.2005.0042.

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Kim, Daniel Y. "Cultural Studies." Journal of Asian American Studies 9, no. 2 (2006): 203–4. http://dx.doi.org/10.1353/jaas.2006.0020.

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Radhakrishnan, Radha. "Cultural Studies." Journal of Asian American Studies 10, no. 2 (2007): 193. http://dx.doi.org/10.1353/jaas.2007.0019.

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Esther Kim Lee. "Cultural Studies." Journal of Asian American Studies 13, no. 3 (2010): 389–90. http://dx.doi.org/10.1353/jaas.2010.0008.

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Hyoung Song, Min. "Cultural Studies." Journal of Asian American Studies 14, no. 3 (2011): 435–37. http://dx.doi.org/10.1353/jaas.2011.0043.

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Tesis sobre el tema "Cultural Studies"

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Geimer, Alexander. "Cultural Studies und Geschlecht." Universität Hamburg, 2013. https://ul.qucosa.de/id/qucosa%3A15359.

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In den Anfängen der Cultural Studies in der Birmingham School spielte Geschlecht eine eher untergeordnete Rolle. Bald wurden jedoch auch feministische Positionen herangezogen, um Ungleichheiten der Alltagspraxis zu erklären, die nicht klassentheoretisch zu fassen waren. In den Arbeiten von Rubin und Mulvey beispielsweise werden Geschlecht bzw. Geschlechtsunterscheidungen und -ungleichheiten durch makrosoziale Wissensstrukturen und kollektive Praktiken reproduziert.
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Geimer, Alexander. "Cultural Studies und Geschlecht." Universitätsbibliothek Leipzig, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-219545.

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In den Anfängen der Cultural Studies in der Birmingham School spielte Geschlecht eine eher untergeordnete Rolle. Bald wurden jedoch auch feministische Positionen herangezogen, um Ungleichheiten der Alltagspraxis zu erklären, die nicht klassentheoretisch zu fassen waren. In den Arbeiten von Rubin und Mulvey beispielsweise werden Geschlecht bzw. Geschlechtsunterscheidungen und -ungleichheiten durch makrosoziale Wissensstrukturen und kollektive Praktiken reproduziert.
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Glover, Stuart. "Literature and cultural policy studies /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19342.pdf.

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Brown, Lindsay M. "Storytelling, a cultural studies approach." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0005/MQ37489.pdf.

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Christinidis, Georgia. "The concept of cultural agency from modernism to cultural studies." Thesis, University of Oxford, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432320.

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Collins, Christina. "Increasing Cultural Awareness Through a Cultural Awareness Program." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1058.

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Racial tension still motivates strife and violence in the metropolitan Detroit area. This study sought to determine the effectiveness of a collaborative partnership on the attitudes of a group of diverse learners regarding multicultural relations. The purpose of this research study was to investigate whether participation in the Cultural Awareness Consortium (CAC) improved the multicultural relations of diverse high school students. The 2 theoretical frameworks guiding this study were Allport's intergroup contact theory and intercultural competence theory originating from International Education and International Studies. The research questions addressed whether attending the CAC for 4 months, the treatment, changed students' attitudes on multicultural relations, and whether a student's gender or ethnicity was a predictor of changes in these attitudes. This study used a single group, pre-experimental design with data collection from 2 administrations of the Student Multicultural Relations Survey. Fifty-four students completed the survey, which yielded 4 multicultural relations scales (dependent variables), 8 single-item attitudinal variables on multicultural issues, and 2 demographic variables (independent variables). Inferential analysis included t tests and multiple regression. Key results indicated that students' attitudes on multicultural relations had changed significantly; in addition, students talked to and mixed with students from different cultural backgrounds with greater frequency after the treatment. Educational institutions providing experiences like the CAC can make a positive impact on students' attitudes on multicultural relations. This impact can lead to positive social change as students increase their acceptance of others and take those attitudes and values with them into the workforce after they graduate, serving as role models of acceptance for their peers.
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Fornäs, Johan, Martin Fredriksson, and Jenny Johannisson. "Culture Unbound Vol. 4 Editorial." Södertörns högskola, Medie- och kommunikationsvetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-15059.

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Said, Gustavo Fortes. "Matrizes de cultura e identidade: árabes e americanos após o 11 de setembro." Universidade do Vale do Rio do Sinos, 2006. http://www.repositorio.jesuita.org.br/handle/UNISINOS/2499.

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Made available in DSpace on 2015-03-05T17:53:46Z (GMT). No. of bitstreams: 0 Previous issue date: 31<br>Nenhuma<br>A principal questão desta tese diz respeito a quais representações foram utilizadas por distintos produtos culturais para construir as categorias do Ocidente e do Oriente após os atentados terroristas de 11 de Setembro de 2001, justamente num momento em que se intensificaram, na produção cultural industrializada, as referências aos países do Oriente Médio e aos Estados Unidos. Portanto, esta pesquisa tem a pretensão de discutir a formação da identidade de árabes e americanos, destacando as representações que mais apareceram em diversos produtos culturais. Para isso, definiu-se como corte cronológico o período entre o atentado terrorista de 11 de setembro de 2001 e a 2a. Guerra do Golfo, em 2003. A amostra da pesquisa comportou diversos produtos culturais (como comics de super-heróis e literatura de cordel), incluindo também alguns produtos jornalísticos (revistas Veja e The New Yorker), ainda que, a título de ilustração, o autor tenha também mencionado alguns vídeos, cartoons, livros e outros. Como técnica de<br>The main focus of this thesis is the representations that have been used in various cultural products in order to construct the categories of Orient and Occident post September 11th , 2001. During the period covered the references to Middle Eastern countries and to the United States increased within industrialized cultural production. Thus, the intent of this thesis is to discuss the identity formation of Arabs and Americans in diverse cultural products, to try to discover what kind of stereotypes were present in the products analyzed. To do this, the time period for analysis was defined as being between the terrorist assault on September 11th, 2001 and the 2nd Gulf War, in 2003. The research sample included diverse cultural products (such as comics books and ‘cordel’, a typical brazilian literature form), and also includes some journalistic products (such as Veja and The New Yorker magazines). The author has even used other sources of examples such as videos, cartoons, books and so forth. This thesis used th
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Kingsman, Caroline (Caroline Ann) Carleton University Dissertation Canadian Studies. "High theory ... no culture : or de-colonizing a Canadian cultural studies." Ottawa, 1990.

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Fontana, Luciana Sauer. "As pedagogias online do complexo kids : crianças, mães e pais em conexão." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/134673.

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Nesta tese, são focalizados o site do canal televisivo infantil por assinatura Discovery Kids e, mais especificamente, os artigos postados na seção My Kids - Conectados com seus filhos. O estudo objetivou indicar “pedagogias” colocadas em operação nesses artigos voltadas ao gerenciamento das atitudes das crianças a cujas mães e pais está endereçada a seção My Kids. A tese foi desenvolvida sob inspiração dos Estudos Culturais em Educação em sua vertente pós-estruturalista. Os procedimentos metodológicos para a organização do estudo envolveram o mapeamento de temas e dos propósitos abordados nos mais de 200 artigos coletados na seção My Kids, durante os anos de 2012, 2013 e 2014. Constatou-se que esses artigos focalizam uma grande diversidade de temáticas, bem como de representações de crianças, algumas das quais foram abordadas neste estudo a partir de quatro categorias principais: Formando crianças potentes, inteligentes e Geniais; Atentando para o desenvolvimento de crianças felizes e bem-sucedidas; Bebês turbinados: musicais, leitores e com pendores para a matemática; e, por fim, Ensinando crianças manhosas, sem limites e malcriadas. Essas representações de crianças são (re)criadas nas pedagogias acionadas nos artigos da My Kids (e nas outras seções do site) em um mix de lições que descrevem, exemplificam, explicam, delimitam e projetam condutas desejáveis paras as crianças que vivem nos dias atuais. As considerações feitas nos artigos examinados projetam a “felicidade” das crianças para o futuro Geralmente, as informações/prescrições contidas nos artigos explicitavam a necessidade de enquadrarem-se as crianças em modelos que permitam o desenvolvimento de suas “múltiplas potencialidades” desde os primeiros meses de vida. Por isso, pais e mães devem exercer uma constante vigilância sobre seus filhos para que possam identificar potencialidades e capacitálos a ter um futuro promissor. Além do site estudado, há uma gama de ações processadas sob a marca Discovery Kids: o canal televisivo, as redes sociais na Internet e uma quantidade de produtos licenciados pela mascote Doki, além das programações itinerantes realizadas em shoppings, no litoral e em outros locais públicos. Todos esses empreendimentos aglutinados integram o Complexo Kids, que envolve crianças e seus familiares em torno de um diversificado conjunto de eventos/propostas que “harmonizam” entretenimento, informação e incentivo ao consumo. Enfim, neste estudo, o Complexo Kids foi caracterizado como uma pedagogia cultural acionada por uma grande corporação midiática para mobilizar crianças, mães e pais, por meio da My Kids, em direção a determinadas práticas e compreensões em uma ampla gama de questões particulares, afeitas ao mundo contemporâneo (infantil), tão marcado pela disseminação de variados dispositivos digitais e pelo consumo. No caso do site estudado, tal pedagogia efetuou-se em um recorte temporal relativamente efêmero, mas, como o site se atrela a um complexo midiático, tal efeito permanece potente, propaga-se e retroalimenta-se, mesmo que de outros modos, em função da cultura da convergência (JENKINS, 2009).<br>This thesis focuses on the website of the cable television channel Discovery Kids and, more specifically, on the articles posted in the section called My Kids - Connected with your children. The study aims to point out “pedagogies” operating in those articles and intended to manage the behavior of children whose parents the section is addressed to. The thesis has relied on the Cultural Studies from their post-structuralist perspective. The methodological procedures guiding the study have involved the mapping of themes and purposes approached in more than 200 articles in the My Kids section along the years of 2012, 2013 and 2014. The articles addressed a wide range of topics and representations of children, some of which have been divided into four main categories in this study: a) Powerful, intelligent, bright children; b) Happy, successful children; c) “Upgraded” babies: keen on music, reading and mathematics; d) Peevish, badly-behaved, naughty children. Such representations of children were (re)created in pedagogies triggered in My Kids articles (and in other sections as well) in a combination of lessons that describe, exemplify, explain, delimit and project desirable conducts for today’s children. The examined articles projected children’s happiness for the future. In general, information/advice found in the articles highlighted the need of having children to fit into models that would enable them to develop their “multiple potentialities” since the first months of their lives This thesis focuses on the website of the cable television channel Discovery Kids and, more specifically, on the articles posted in the section called My Kids - Connected with your children. The study aims to point out “pedagogies” operating in those articles and intended to manage the behavior of children whose parents the section is addressed to. The thesis has relied on the Cultural Studies from their post-structuralist perspective. The methodological procedures guiding the study have involved the mapping of themes and purposes approached in more than 200 articles in the My Kids section along the years of 2012, 2013 and 2014. The articles addressed a wide range of topics and representations of children, some of which have been divided into four main categories in this study: a) Powerful, intelligent, bright children; b) Happy, successful children; c) “Upgraded” babies: keen on music, reading and mathematics; d) Peevish, badly-behaved, naughty children. Such representations of children were (re)created in pedagogies triggered in My Kids articles (and in other sections as well) in a combination of lessons that describe, exemplify, explain, delimit and project desirable conducts for today’s children. The examined articles projected children’s happiness for the future. In general, information/advice found in the articles highlighted the need of having children to fit into models that would enable them to develop their “multiple potentialities” since the first months of their lives.
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Libros sobre el tema "Cultural Studies"

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Hall, S. Cultural studies. London: Macmillan, 1987.

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Gardiner, Michael E., and Gregory J. Seigworth. Cultural Studies. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003209331.

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Lawrence, Grossberg, Nelson Cary, and Treichler Paula A, eds. Cultural studies. New York: Routledge, 1992.

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Grossberg, Lawrence. Cultural Studies. Hoboken: Routledge, 1997.

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1939-, Fiske John, and Feuer Jane, eds. Cultural studies. London: Routledge, 1989.

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GROSSB, LAWRENCE. Cultural Studies: 20.3 (Cultural Studies). Taylor & Francis, 2006.

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Grossberg, L. Cultural Studies: Journal (Cultural Studies). Routledge, 1995.

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Cultural Studies (Cultural Studies Journal). Routledge, 1990.

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Cultural Studies (Cultural Studies Journal). Routledge, 1990.

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Cultural Studies (Cultural Studies Journal). Routledge, 1993.

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Capítulos de libros sobre el tema "Cultural Studies"

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Hinz, Ralf. "Cultural Studies." In Cultural Studies und Pop, 65–142. Wiesbaden: VS Verlag für Sozialwissenschaften, 1998. http://dx.doi.org/10.1007/978-3-663-07754-1_4.

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Hinz, Ralf. "Cultural Studies." In Der Reiz des Trivialen, 163–200. Wiesbaden: VS Verlag für Sozialwissenschaften, 1997. http://dx.doi.org/10.1007/978-3-322-87288-3_6.

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Stauff, Markus. "Cultural Studies." In Foucault-Hanbuch, 358–67. Stuttgart: J.B. Metzler, 2014. http://dx.doi.org/10.1007/978-3-476-01378-1_54.

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Smith, Paul. "Cultural Studies." In A Companion to Literary Theory, 188–201. Chichester, UK: John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781118958933.ch15.

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Dörner, Andreas. "Cultural Studies." In Handbuch Medienethik, 124–35. Wiesbaden: VS Verlag für Sozialwissenschaften, 2010. http://dx.doi.org/10.1007/978-3-531-92248-5_8.

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Winter, Rainer, and Elisabeth Niederer. "Cultural Studies." In Qualitative Marktforschung, 401–12. Wiesbaden: Gabler, 2009. http://dx.doi.org/10.1007/978-3-8349-9441-7_25.

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Göttlich, Udo. "Cultural Studies." In Handbuch Körpersoziologie, 177–88. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-04136-6_27.

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Hepp, Andreas. "Cultural Studies." In Handbuch Medienpädagogik, 142–48. Wiesbaden: VS Verlag für Sozialwissenschaften, 2008. http://dx.doi.org/10.1007/978-3-531-91158-8_17.

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Rudd, David. "Cultural Studies." In Teaching Children's Fiction, 29–59. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230379404_3.

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Lohmeier, Christine, and Rieke Böhling. "Cultural Studies." In Handbuch Sozialwissenschaftliche Gedächtnisforschung, 121–31. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-26587-8_43.

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Actas de conferencias sobre el tema "Cultural Studies"

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Kun, Liu. "NATIONAL CULTURAL IDENTITY IN INTERCULTURAL COMMUNICATION." In Chinese Studies in the 21st Century. Buryat State University Publishing Department, 2022. http://dx.doi.org/10.18101/978-5-9793-1802-8-2022-300-303.

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The global cultural communication and fusion is the inevitable historical devel-opment. Lots scholars devote themselves to the guiding ideology and the operating meth-ods for intercultural communication in decades. We must promote our traditional cultural to move and spread rapidly by strengthening our national cultural identity, upholding our national cultural confidence, and participating in international communication with open minds actively. The Chinese culture will shine in the international arena with more chanc-es in showing in the world.
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BOEVA-OMELECHKO, N. B. "LEARNING THE FACTS OF CULTURES FROM THE STANDPOINT OF CONTRASTIVE CULTURAL STUDIES (ON THE EXAMPLE OF BRITISH AND AMERICAN CULTURES)." In FORTUNES OF NATIONAL CULTURES IN GLOBALIZATION CONTEXT: BETWEEN TRADITION AND THE NEW REALITY, 173–77. Chelyabinsk State University Publishing House, 2024. https://doi.org/10.47475/9785727120088_173.

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The relevance of this article is due to the emergence of such new field of research as contrastive cultural studies which focuses on cultural differences reflected in the speech and non-speech behavior of cultural speakers. The article substantiates the position on the expediency of using contrastive cross-cultural analysis for comparing different cultures as well as variants of the same culture. Based on the typological and charac-terological approach to the study of cultures, the author of the article identifies cultural oppositions within the framework of the parameter “attitude to other people”, which allows us to show the differences between two variants of Anglo-Saxon culture: British and American.
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Jia, He. "EXPLORATION OF IDEOLOGICAL AND POLITICAL CONSTRUCTION OF FOREIGN LANGUAGE CURRICULUM FROM PERSPECTIVE OF CHINESE CULTURAL IDENTITY." In Chinese Studies in the 21st Century. Buryat State University Publishing Department, 2022. http://dx.doi.org/10.18101/978-5-9793-1802-8-2022-235-238.

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From the perspective of Chinese cultural identity, the essay focuses on histori-cal mission of the ideological and political construction of foreign language courses in col-leges to help college students correctly establish the value identity of Chinese excellent traditional culture. This paper will explore the path of constructing the ideological and po-litical construction of foreign language courses in colleges from three aspects: establishing the identity of cultural masters, establishing the awareness of cultural value identity, and improving behavioral ability.
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Ma, Danni. "CULTIVATION OF CULTURAL SELF-CONFIDENCE IN COLLEGE FOREIGN LANGUAGES COURSE." In Chinese Studies in the 21st Century. Buryat State University Publishing Department, 2022. http://dx.doi.org/10.18101/978-5-9793-1802-8-2022-217-220.

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Cultivating students with "Chinese wisdom and international vision" has become the primary task for College Foreign Language courses in Chinese universities. This paper analyzes the causes of Chinese cultural aphasia in foreign language education, explores strategies of integrating excellent traditional Chinese culture into foreign language teaching, including switching teaching philosophy, reorganizing teaching materials, optimizing teaching methods and improving evaluation mechanism.
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Astratova, Olga, and Zanda Rubene. "Contemporary Approaches to Cultural Literacy Studies in Education." In 82nd International Scientific Conference of the University of Latvia, 156–65. University of Latvia Press, 2024. http://dx.doi.org/10.22364/htqe.2024.12.

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Traditional approaches to cultural literacy have always emphasised the importance of a shared (national) imagined community, achieved through engagement with traditional media and the cultural canon. This approach has often been based on problematising the growing deficit of cultural knowledge and has stressed the importance of this deficit at both individual and societal levels. Transformations in contemporary society challenge us to rethink what can or should be considered relevant or valuable knowledge about culture and the arts. A systematic literature review of research articles published from 2016 to 2023 was conducted to analyse educational approaches aimed at developing cultural literacy. The purpose of this study was to explore trends, patterns, and individual differences related to the study of cultural literacy in the educational domain. After content analysis of 412 abstracts of articles containing the keywords “cultural literacy”, “cultural competence” in the Web of Science database, 32 articles were identified that described an approach or a technique to improve the overall understanding of cultural literacy. The analysis highlighted key models of cultural literacy including dialogic practices, intercultural education, sociocultural theories, and critical analysis of cultural structures, as well as key skills such as critical thinking, cross-cultural awareness, self-criticism, and reflection necessary for successful interaction in today’s multicultural world. These findings highlight the importance of revising and adapting educational strategies to take account of increasing globalisation and cultural diversity, and the need to develop cultural literacy as a key component of contemporary education.
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Sapoetra, J. "Cross-Cultural Studies and Pragmatic Awareness." In Proceedings of The 1st Workshop Multimedia Education, Learning, Assessment and its Implementation in Game and Gamification, Medan Indonesia, 26th January 2019, WOMELA-GG. EAI, 2019. http://dx.doi.org/10.4108/eai.26-1-2019.2282940.

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Keay, Andra. "Cultural studies in the HRI loop." In the seventh annual ACM/IEEE international conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2157689.2157737.

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Zhu, Jie, and Qianghua Duan. "Urban waterfront landscape cultural design studies." In 2011 International Conference on Remote Sensing, Environment and Transportation Engineering (RSETE). IEEE, 2011. http://dx.doi.org/10.1109/rsete.2011.5965863.

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Liyanti, Lisda. "Indonesia - German Encounter: Cultural Studies Perspective." In Proceedings of the 3rd International Conference on Language, Literature, Education, and Culture, ICOLLEC 2023, 25-27 October 2023, Bali, Indonesia. EAI, 2024. http://dx.doi.org/10.4108/eai.25-10-2023.2348272.

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Wang, Chuan. "Cultural Criticism of Post-modernism Cultural Marxism." In Proceedings of the International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/cesses-18.2018.199.

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Informes sobre el tema "Cultural Studies"

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García Canclini, Néstor, Ronald Inglehart, Wayne E. Baker, and Camile Herrera. Cultural Capital and its Impact on Development: Modernization, Cultural Change, and the Persistence of Traditional Values: Culture Industries and the Development Crisis in Latin America. Inter-American Development Bank, October 2001. http://dx.doi.org/10.18235/0007946.

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Camilo Herrera (1975-), Colombian sociologist and economist, founding director of the Center for Cultural Studies for Political, Economic and Social Development in Bogotá. Ronald Inglehart (1934-), North American political scientist, Director of Institute for Social Research at University of Michigan; and Wayne E. Baker, Faculty Associate. Néstor García Canclini (1939-), distinguished Argentine philosopher and anthropologist, Casa de las Americas Prize (1981), and Director of Urban Culture Studies at UNAM.
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Karatuna, Işıl, Sandra Jönsson, and Tuija Muhonen. Nurses’ experiences of workplace bullying: A qualitative cross-cultural study. Malmö University, January 2025. https://doi.org/10.24834/isbn.9789178776146.

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Background: Workplace bullying is a severe and widespread occupational problem that negatively affects individuals, organizations, and societies. Studies have shown that national culture influences the way bullying is understood and experienced across different countries. However, our understanding of the cross-cultural variations in workplace bullying is still lacking. This study aimed to compare nurses’ experiences of workplace bullying in two culturally distinct countries: Turkey and Sweden. Methods: Using a qualitative design, semi-structured interviews were conducted with nurses (21 Turkish, 16 Swedish) who identified themselves as targets and/or bystanders of workplace bullying. Data were collected during 2019/2020 and analyzed using the deductive content analysis method. Results: There were many similarities between the Turkish and Swedish nurses in their reports of the most common types, antecedents, effects of, and target responses to workplace bullying. Differences were observed between countries concerning the source of bullying and in bystander responses. Conclusion: The findings emphasize that workplace bullying is a serious problem in the nursing profession across cultures and attention should be paid to cultural factors in understanding the varying bullying-related experiences of nurses. Healthcare organizations should therefore consider developing tailor-made interventions that fit their local cultural contexts to deal with workplace bullying in a more effective way.
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Zhao, Qing, and Lili Zhou. Culture, sex, and their combined impact on self-report empathy—Meta-analyses. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0172.

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Condition being studied: The current meta-analysis covers empirical investigations of self-report empathy (evaluated using the EQ and the IRI scales) based on different populations. Studies with general populations and physical/mental clinical populations were included. Both cross-cultural and non-cross-cultural studies (studies based on a single cultural background) were considered. Eligibility criteria: We restricted our current meta-analysis to studies that satisfied all of the following criteria: (1) studies evaluated participants’ self-report empathy using the EQ or the IRI; (2) studies reported the EQ and IRI version (i.e., scale item number and language); (3) studies reported the EQ and IRI total or subscale scores (e.g., mean and SD) based on the overall sample or both sex groups separately. (4) studies reported participants’ cultural backgrounds (e.g., country of origin, nationality, ethnicity, and language).
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Dee, Thomas, and Emily Penner. The Causal Effects of Cultural Relevance: Evidence from an Ethnic Studies Curriculum. Cambridge, MA: National Bureau of Economic Research, January 2016. http://dx.doi.org/10.3386/w21865.

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Jukes, Matthew C. H., Yasmin Sitabkhan, and Jovina J. Tibenda. Adapting Pedagogy to Cultural Context. RTI Press, September 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0070.2109.

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This paper argues that many pedagogical reform efforts falter because they fail to consider the cultural context of teacher and student behavior. Little guidance exists on how to adapt teaching practices to be compatible with culturally influenced behaviors and beliefs. We present evidence from three studies conducted as part of a large basic education program in Tanzania showing that some teaching activities are less effective or not well implemented because of culturally influenced behaviors in the classroom, namely children’s lack of confidence to speak up in class; a commitment to togetherness, fairness, and cooperation; avoidance of embarrassment; and age-graded authority. We propose ways teaching activities can be adapted to take these behaviors into account while still adhering to fundamental principles of effective learning, including student participation in their own learning, teaching at the right level, and monitoring students as a basis for adjusting instruction. Such adaptations may be made most effective by engaging teachers in co-creation of teaching activities.
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Lee, Minjung E., and Susan B. Kaiser. Les Liaisons Dangereuses: The Productive Tensions among the Fields of Clothing and Textiles, Fashion Studies, and Cultural Studies. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1688.

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Goldberg, Eileen, Cathelijne van Kemenade, Alex Schiavuzzi, George Economidis, Eleanor Wilson, Scott Winch, and Alice Knight. Culturally appropriate, accessible healthy eating and active living programs for Aboriginal people. The Sax Institute, October 2024. https://doi.org/10.57022/yumz9382.

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The NSW Healthy Eating and Active Living (HEAL) Strategy 2022-2032 aims to reduce obesity in NSW, Australia, with a focus on Aboriginal communities. This Rapid Evidence Check aimed to identify effective healthy eating and active living programs for Australian Aboriginal people and describe their implementation and participation factors. The review included 21 studies from Australia, with 11 intervention and 10 non-intervention studies. Effective programs, like the Get Healthy Service, showed significant improvements in physical activity, healthy eating, and physical health. Key enablers were community co-design and cultural safety, while barriers included cultural misalignment and logistical challenges. Programs co-designed with Aboriginal communities and ensuring cultural safety are more effective and increase participation, highlighting the need for culturally relevant health initiatives.
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Thunø, Mette, and Jan Ifversen. Global Leadership Teams and Cultural Diversity: Exploring how perceptions of culture influence the dynamics of global teams. Aarhus University, October 2018. http://dx.doi.org/10.7146/aul.273.

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In the 21st century, business engagements are becoming increasingly global, and global teams are now an established form of organising work in multinational organisations. As a result, managing cultural diver-sity within a global team has become an essential part of ensuring motivation, creativity, innovation and efficiency in today’s business world.Global teams are typically composed of a diversity of experiences, frames of references, competencies, information and, not least, cultural backgrounds. As such, they hold a unique potential for delivering high performance in terms of innovative and creative approaches to global management tasks; however, in-stead of focusing on the potentials of cultural diversity, practitioners and studies of global teams tend to approach cultural diversity as a barrier to team success. This study explores some of the barriers that cultural diversity poses but also discusses its potential to leverage high performance in a global context.Our study highlights the importance of how team leaders and team members perceive ‘culture’ as both a concept and a social practice. We take issue with a notion of culture as a relatively fixed and homogeneous set of values, norms and attitudes shared by people of national communities; it is such a notion of culture that tends to underlie understandings that highlight the irreconcilability of cultural differences.Applying a more dynamic and context-dependent approach to culture as a meaning system that people negotiate and use to interpret the world, this study explores how global leadership teams can best reap the benefits of cultural diversity in relation to specific challenging areas of intercultural team work, such as leadership style, decision making, relationship building, strategy process, and communication styles. Based on a close textual interpretation of 31 semi-structured interviews with members of global leader-ship teams in eight Danish-owned global companies, our study identified different discourses and per-ceptions of culture and cultural diversity. For leaders of the global leadership teams (Danish/European) and other European team members, three understandings of cultural diversity in their global teams were prominent:1)Cultural diversity was not an issue2)Cultural diversity was acknowledged as mainly a liability. Diversities were expressed through adifference in national cultures and could typically be subsumed under a relatively fixed numberof invariable and distinct characteristics.3)Cultural diversity was an asset and expressions of culture had to be observed in the situationand could not simply be derived from prior understandings of cultural differences.A clear result of our study was that those leaders of global teams who drew on discourses of the Asian ‘Other’ adherred to the first two understandings of cultural diversity and preferred leadership styles that were either patriarchal or self-defined as ‘Scandinavian’. Whereas those leaders who drew on discourses of culture as dynamic and negotiated social practices adhered to the third understanding of cultural di-versity and preferred a differentiated and analytical approach to leading their teams.We also focused on the perceptions of team members with a background in the country in which the global teams were co-located. These ‘local’ team members expressed a nuanced and multifaceted perspective on their own cultural background, the national culture of the company, and their own position within the team, which enabled them to easily navigate between essentialist perceptions of culture while maintain-ing a critical stance on the existing cultural hegemonies. They recognised the value of their local knowledge and language proficiency, but, for those local members in teams with a negative or essentialist view of cultural diversity, it was difficult to obtain recognition of their cultural styles and specific, non-local competences. 3Our study suggeststhat the way global team members perceive culture, based on dominant societal dis-courses of culture, significantly affects the understandings of roles and positions in global leadership teams. We found that discourses on culture were used to explain differences and similarities between team members, which profoundly affected the social practicesand dynamics of the global team. We con-clude that only global teams with team leaders who are highly aware of the multiple perspectives at play in different contexts within the team hold the capacity to be alert to cultural diversity and to demonstrate agility in leveraging differences and similarities into inclusive and dynamic team practices.
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Kazhenava, Zlata, Eva Navickaitė, and Mehmet Recai Uygur. estivals as Arenas of Political and Cultural Influence: Integrating Brand Engagement with National Identity and Consumer Experience. Vilnius Business College, December 2024. https://doi.org/10.57005/ab.2024.4.6.

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This article discusses the use of festivals more specifically as marketing tools for a brand or company and how such cultural and political events can influence the perception and behaviour of the consumers. The study looks at marketing of festivals in Lithuania and seeks to measure the effectiveness of this type of marketing by assessing the consumption and purchase behaviour as well as the attention to the brand by local and foreign festival participants. Important questions were how such brands have strategically exploited the cultural importance of these festivals in wonderfully connecting with the people, the importance of timing and length of a campaign, and risks of nonbeing culturally sensitive. Surveys, data analysis and case studies among local festivals were used and the results show that socially responsible and culturally oriented brand advertising at the festival can eventually be translated into purchase behaviour, building consumer trust and brand equity that positions the business as part of the culture rather than an intruder. This study posits practical implications for business organizations that want to take the advantage of varying forms of festival marketing by promoting a community-oriented approach which does not clash with economic objectives.
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Anzillotti Zamorano, Marta. ECMI Minorities Blog. The Cultural Appropriation of Flamenco: Views of Gitanos from Jerez de la Frontera. European Centre for Minority Issues, May 2023. http://dx.doi.org/10.53779/aapl9656.

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With discussions surrounding cultural appropriation ongoing in numerous spheres including music, fashion, and language, this blogpost explores the ever-changing nature of culture through the first-hand accounts of Gitanos from Jerez de la Frontera. The presence of the Gitano minority in Jerez has historically had – and continues to have – a significant impact on the city. This is especially true regarding flamenco, an artform encompassing centuries of history and culture. In this blogpost, the author uses interviews and a survey conducted for her MA thesis, as well as two case studies (namely that of Lola Flores and Rosalía), to explore the various ways of approaching and contextualizing theoretical understandings of cultural appropriation.
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