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Tesi sul tema "Intercultural"
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1
Loon, Robin Seong Yun. "Reading intercultural performance : the Theatre Works Intercultural Trilogy". Thesis, Royal Holloway, University of London, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.415214.
Testo completo
2
Domingo, Luciana Contreira. "Letramento intercultural : a formação de mediadores interculturais nos Cursos de letras". Universidade Catolica de Pelotas, 2015. http://tede.ucpel.edu.br:8080/jspui/handle/tede/527.
Testo completoAbstract (sommario):
Submitted by Cristiane Chim (cristiane.chim@ucpel.edu.br) on 2016-10-27T17:32:57Z
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luciana domingo.pdf: 6134106 bytes, checksum: 6b63a9b1e8e0895be8d372d56e1028d0 (MD5)Made available in DSpace on 2016-10-27T17:32:57Z (GMT). No. of bitstreams: 1 luciana domingo.pdf: 6134106 bytes, checksum: 6b63a9b1e8e0895be8d372d56e1028d0 (MD5) Previous issue date: 2015-11-05
El presente trabajo objetiva trazar el camino para la construcción de una propuesta alternativa para la formación inicial docente en región de frontera. Partiendo de la revisión bibliográfica sobre formación docente, interculturalidad, educación intercultural y educación del lenguaje y de la reflexión sobre la realidad observada en la frontera Brasil-Uruguay, esta tesis propone la Literacidad Intercultural como alternativa para la enseñanza de lengua-cultura en contextos híbridos. La propuesta, dirigida específicamente a la formación inicial docente, considera el contacto entre las dos lenguas-culturas y el contexto socio histórico donde los sujetos comparten valores, lenguajes, conocimientos y prácticas culturales. La perspectiva de la Literacidad Intercultural que presentamos tiene como base el dominio de los códigos lingüísticos, discursivos, culturales y sociales que pautan las interacciones entre fronterizos, además de considerar la tradicional visión de literacidad, ampliándola para las relaciones e interacciones sociales, conjugándola con el concepto de interculturalidad – entendido como acción afirmativa en la gestión de la diversidad. Formar educadores como mediadores interculturales y enseñar lengua-cultura en ese espacio a través de la propuesta que presentamos significa promover una relación dialógica entre pertenecimientos y diferencias – ser brasileño, uruguayo, gaucho, fronterizo, etc. A partir de las reflexiones proporcionadas por el referencial teórico adoptado y por el análisis del contexto fronterizo, esta tesis señala caminos alternativos para la formación intercultural docente, requerida para la formación de profesores como mediadores interculturales, y sugiere acciones para que la formación inicial se convierta en espacio de agencia y articulación entre sujetos y saberes locales. Ilustran la reflexión presentada el relato sobre un Proyecto de Enseñanza y un material didáctico compuesto por ocho unidades temáticas. La propuesta sugerida como perspectiva para la enseñanza de español en la formación docente en regiones de frontera busca estimular el dominio de las prácticas sociales que envuelven la lengua-cultura meta permitiendo que los aprendices fronterizos – que justamente por ser fronterizos, son sujetos y agentes de dichas prácticas - construyan conocimiento a partir del diálogo entre las lenguas-culturas.
O presente trabalho objetiva traçar o caminho para a construção de uma proposta alternativa para a formação inicial docente em região de fronteira. Partindo da revisão bibliográfica sobre formação docente, interculturalidade, educação intercultural e educação da linguagem e da reflexão sobre a realidade observada na fronteira Brasil-Uruguay, esta tese propõe o Letramento Intercultural como alternativa para o ensino de língua-cultura em contextos híbridos. A proposta, dirigida especificamente para a formação inicial docente, considera o contato entre as duas línguas-culturas e o contexto sócio histórico onde os sujeitos compartilham valores, linguagens, conhecimentos e práticas culturais. A perspectiva do Letramento Intercultural que apresentamos tem como base o domínio dos códigos linguísticos, discursivos, culturais e sociais que pautam as interações entre fronteiriços, além de considerar a tradicional visão de letramento, ampliando-a para as relações e interações sociais, conjugando-a com o conceito de interculturalidade – entendido como ação afirmativa na gestão da diversidade. Formar educadores como mediadores interculturais e ensinar língua-cultura nesse espaço através da proposta que apresentamos significa promover uma relação dialógica entre pertencimentos e diferenças – ser brasileiro/ uruguaio, gaúcho, fronteiriço, etc. A partir das reflexões proporcionadas pelo referencial teórico adotado e pela análise do contexto fronteiriço, esta tese aponta caminhos alternativos para a formação intercultural docente, requerida para a promoção de professores como mediadores interculturais, e sugere ações para que a formação inicial converta-se em espaço de agenciamento e articulação entre sujeitos e saberes locais. Ilustram a reflexão apresentada o relato sobre um Projeto de Ensino e um material didático composto por oito unidades temáticas. A proposta sugerida como perspectiva para o ensino de espanhol na formação docente em regiões de fronteira busca estimular o domínio das práticas sociais que envolvem a língua-cultura alvo permitindo que os aprendizes fronteiriços – que justamente por serem fronteiriços, são sujeitos e agentes de ditas práticas – construam conhecimento a partir do diálogo entre as línguas-culturas.
3
Olbrzymek, Juliana Regiani. "Gestão intercultural". Florianópolis, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/99406.
Testo completoAbstract (sommario):
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro Sócio-Econômico. Programa de Pós-Graduação em AdministraçãoMade available in DSpace on 2013-03-04T20:05:17Z (GMT). No. of bitstreams: 1 309934.pdf: 1257775 bytes, checksum: ac85bd9d9c3381f21f930c8d3a651463 (MD5)
A gestão intercultural é tema pertinente dentro das organizações, principalmente em se tratando de empresas de Classe Mundial, que operam com diferentes mercados e lidam com a diversidade cultural em função de suas operações comerciais internacionais. O presente trabalho apresenta conceitos de cultura, cultura organizacional e cultura nacional, esta ultima baseada em análise e classificação de estudiosos como Geert Hofstede, Fons Trompenaars e Edward Hall a cerca das características e diferenças culturais entre vários países. Aborda as características essenciais do mercado árabe e suas peculiaridades com relação a comportamentos, o modelo de negociação, a religião, além das suas exigências no abate, produção e comercialização de aves para os adeptos da religião islâmica. A coleta de dados foi realizada através de entrevistas semiestruturadas, não disfarçadas em duas empresas catarinenses, consideradas de classe mundial, caracterizando a pesquisa qualitativa como um estudo de caso. Fundamentando-se no aporte teórico de Robbins, no que tange a orientação para os resultados e baseando-se ainda na análise da eficiência, eficácia e efetividade das operações internacionais com o mercado árabe, que são os objetivos deste trabalho. Os resultados, de uma forma geral, indicam que as duas organizações agem com efetividade em suas operações internacionais e ambas operam orientadas para os resultados, cada uma em sua medida. E ainda apresenta uma comparação com relação à importância do negócio para cada uma delas. O trabalho ainda traz detalhes acerca do mercado brasileiro de aves e da execução do abate Halal, ressaltando a importância de se respeitar as idiossincrasias em função dos fatores confessionais dos países Arábia Saudita e Emirados Árabes, premissa básica para as empresas que querem comercializar carnes com este mercado obterem sucesso em suas operações.
Intercultural management is a pertinent topic within organizations, especially when it comes to World Class companies that trade in different markets and deal with cultural diversity due to their international business. This dissertation presents some concepts of culture, organizational culture and national culture. In this case, the definitions for national culture are based on the analysis of scholars such as Geert Hofstede, Fons Trompenaars and Edward Hall, that are related to the characteristics and cultural differences between countries. This dissertation also describes some characteristics of the Arab countries that are essential for the companies that are interested in trading with that market: their behavior, negotiation style and religion, as well as the requirements for the slaughter, production and trading of poultry for the Islamic countries. This dissertation is considered a qualitative research and a case study, because it was made by using semi-structured interviews in two World Class companies of the state of Santa Catarina. The theoretical aspects based in Robbins are related to the companies result-oriented practices, and are also based on the study of the efficiency and effectiveness of the international trading with the Arab market, which are the objectives of this research. The results indicate that the two organizations are efficient and effective in their international trading with the Arab market and that they are result-oriented companies, as well as underlines the importance of trading with the Arab market for both companies. The dissertation also gives details about the Brazilian poultry market and the implementation of the Halal slaughter, revealing the importance of complying with the religion fundamentals of countries like Saudi Arabia and United Arab Emirates. This is a minimum requirement for those companies who want to trade with this market and succeed in their business.
4
Radin, Arianna <1993>. "Intercultural Neuromarketing". Master's Degree Thesis, Università Ca' Foscari Venezia, 2022. http://hdl.handle.net/10579/21769.
Testo completoAbstract (sommario):
What happens on the mind of consumers’ while doing shopping? How does culture affect our
decision-making?
Understanding consumers’ decision-making process is one of the most important challenge in the
field of marketing. All the entire process is even more complicated if we consider that, nowadays,
marketing has to operate in a global setting and it has to face many cultural challenges.
In fact, culture plays a predominant role on the people’s life and it affects the way people perceive
and filter reality.
Since it has been discovered that people’s decisions are mainly influenced by unconscious mental
processes, neuroscientific research turned out to be an excellent tool to understand what happen in
our brain when it comes to make a decision. The aim of this research is to understand the way
culture wires and shapes our brain and, therefore, influence our behaviours, feelings, values and
practices. Cross- cultural differences on neuronal signatures will shed a new light on both culture,
cognition and marketing.
5
Campos, Fátima Gonçalves de. "Equipas interculturais : o caso do projecto de mediação intercultural em serviços públicos (MISP)". Master's thesis, Instituto Superior de Economia e Gestão, 2015. http://hdl.handle.net/10400.5/10959.
Testo completoAbstract (sommario):
Mestrado em Gestão de Recursos HumanosO aumento das migrações internacionais, que teve início durante o século XX, veio dar origem a novas realidades sociais. Estes novos cenários passam, inevitavelmente, por aspetos culturais, que irão implicar novos desafios para a gestão dos recursos humanos. O objetivo deste trabalho é perceber como funcionam equipas de cariz intercultural, analisando alguns elementos como as dinâmicas de trabalho, a resolução de conflitos, a emergência das regras de funcionamento e as vantagens deste formato de equipa. Foi desenvolvida uma pesquisa qualitativa, recorrendo ao estudo de caso e ao método etnográfico, utilizando a observação em campo e entrevistas semi-diretivas para a recolha de dados, junto de duas equipas interculturais que realizam trabalho de mediação. Contabilizam-se três exercícios de observação e três entrevistas aos elementos das equipas. Os resultados demonstram que a diversidade cultural se revelou um elemento importante na resolução de problemas das atividades desta equipa e que, os diferentes backgrounds culturais dos mediadores, não impediram a existência de bom relacionamento entre eles.
The increase of international migration which began during the twentieth century gives rise to new social realities. Inevitably, these new realities will involve new challenges for the management of human resources. The aim of this work is to understand how intercultural oriented teams operate by analysing some elements such as work dynamics, conflict resolutions, the emergency of operating rules and the advantages of this kind of team. A qualitative research has been developed, the case study and ethnographical method were used, field observations and semi-directive interviews were made for data collection with two intercultural teams that perform mediation work. For the record there are three observation exercises and three interviews with the members. The results show that cultural diversity is an important element regarding the problem resolution of the activities from this team. The different cultural backgrounds of the mediators did not prevent the existence of a good relationship between them.
6
Santos, Patrícia Andreia Fonseca. "Ajustamento intercultural dos expatriados portugueses : análise dos principais factores antecedentes". Master's thesis, Instituto Superior de Economia e Gestão, 2012. http://hdl.handle.net/10400.5/10407.
Testo completoAbstract (sommario):
Mestrado em Gestão de Recursos HumanosEste estudo analisa o Ajustamento Intercultural dos Expatriados Portugueses e procura identificar quais os principais fatores antecedentes desse Ajustamento. A amostra em estudo foi constituída por 209 expatriados, à qual foi aplicado um questionário individual. Os resultados revelaram a existência de dois factores de Ajustamento ao Trabalho ("Exigências do Trabalho" e "Interação com colegas e subordinados"), dois fatores de Ajustamento ao País ("Aspetos Económicos" e "Aspetos de Lazer"), e um fator de Ajustamento Psicológico. Na análise dos antecedentes foi incluída uma escala de Domínio da Língua, duas escalas de Motivos para a Expatriação ("Melhoria de Vida" e "Aventura") e uma escala de Perceção de Diferenças entre Portugal e o país de Expatriação ("Perceção de Diferenças entre Países"). Foram também incluídas variáveis demográficas dos inquiridos (ex.: género, idade e habilitações), bem como variáveis das organizações em que trabalham (ex.: tamanho, sector), e variáveis de situação de expatriação (ex.: expatriação por iniciativa própria, expatriação no contexto de uma organização onde trabalhava). Através da análise de regressão múltipla tentou-se identificar quais as variáveis com maior impacto sobre os fatores de Ajustamento. A "Perceção das Diferenças entre Países" foi a primeira variável retida em todos os modelos indicando que os participantes que viam as suas condições atuais melhores do que as que tinham em Portugal, também tinham elevados níveis de Ajustamento. Para além da "Perceção das Diferenças entre Países", o modelo explicativo da escala "Aspetos de Lazer" reteve ainda o Domínio da Língua; e o modelo explicativo da escala "Ajustamento Psicológico" reteve o Género.
This study analyzes the Intercultural Adjustment of Portuguese Expatriates and investigates the main antecedent variables of this adjustment. The sample included 209 participants, to whom an individual questionnaire was given. The results revealed the existence of two Work Adjustment factors ("Work Requirements" and "Interaction with colleagues and subordinates"), two factors Country Adjustment factors ("Economic Aspects" and "Leisure Aspects"), and one factor of Psychological Adjustment. For the analyses of antecedent factors, we used one scale of Language Proficiency, two scales of Expatriation Motives ("Better Life" and "Adventure") and a scale referring to perception of differences between Portugal and country of Expatriation ("Perceived Differences Between Countries"). We also included demographic variables (e.g., gender, age, education), organizational variables (e.g., size and sector), and variables referring to the expatriation situation (e.g., expatriation by personal initiative, expatriation in the context of an organization). Through multiple regression analysis we attempted to identify which variables had the highest predictive power of adjustment factors. "Perceived Differences Between Countries" was the first variable retained in all the models, indicating that participants who perceived their current conditions as better than those they had in Portugal also had higher levels of adjustment. In addition to the perception of differences between countries, the explanatory model of scale "Leisure Aspects" also retained the variable Language Proficiency and the model for "Psychological Adjustment" also retained the gender.
7
Rughani, Pratap. "Towards intercultural documentary". Thesis, University of the Arts London, 2014. http://ualresearchonline.arts.ac.uk/7082/.
Testo completoAbstract (sommario):
‘Towards Intercultural Documentary’ is a PhD by Published Work that is comprised of four documentary films, an exhibition catalogue essay and an academic book chapter to form a collective body of work in film and text focused on what Rughani proposes as ‘intercultural documentary practice’. This body of work configures ‘intercultural documentary practice’ as a space or arena in which people of radically different perspectives encounter the other.1 Intercultural documentary aspires to create pluralised spaces of exchange by engaging difference within and between communities. In this work, voices traditionally overlooked, excluded or edged to the cultural margins are re-framed to find a new centrality in a broader encounter, more accurately reflecting the diverse influences that comprise polyglot societies. In the United Kingdom (UK) context, three submitted films, broadcast to peak-time audiences on BBC 2 and Channel 4, stood in contradistinction to mainstream narratives that typically portrayed British experience as largely monocultural and homogeneous. The contribution to knowledge of this thesis is in deepening and extending the dynamics of documentary practice to embrace intercultural communication and to weld this to the ethics of documentary making. In so doing, this body of work situates ethics as central to the documentary encounter and offers new practice-based insights into navigating tensions in the process of making such work and its methodologies. ‘Towards Intercultural Documentary’ presents a case for the coherence of the body of work that makes a contribution to knowledge at the inter-disciplinary confluence of: documentary studies and practice, ethics and intercultural communication. The submission comprises: Islam and the Temple of’ ‘Ilm’ (BBC 2, 1990); One of the Family (Channel 4, 2000); Playing Model Soldiers (Channel 4, 2000); Glass Houses (British Council, 2004); the exhibition catalogue essay British Homeland in Home (British Council, 2004) and the book chapter ‘Are You a Vulture? Reflecting on the ethics and aesthetics of coverage of atrocity and its aftermath, in Peace Journalism (Peter Lang, 2010).
8
Bondarchuk, Julia. "Intercultural communication barriers". Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18276.
Testo completo
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Beraldo, Elisa <1993>. "Intercultural Communication Problems in the Business Field / Problemi di Comunicazione Interculturale in Ambito Commerciale". Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/11901.
Testo completoAbstract (sommario):
La tesi affronta il tema della comunicazione interculturale in ambito commerciale ed i problemi che ne conseguono, da quelli linguistici a quelli dovuti al sistema valoriale delle persone e riguarda soprattutto chi è occupato nel settore terziario, in cui il lavoratore è a stretto contatto con il cliente. Nel primo capitolo è trattata la negoziazione interculturale: strategie comunicative, risoluzione di problemi e come gestire la negoziazione stessa con persone che hanno una percezione degli eventi diversa dalla nostra. Il secondo capitolo esamina la gestione del reclamo in chiave interculturale, cui tema principale è la grande differenza tra collettivisti ed individualisti durante una situazione di reclamo, la loro relazione con il proprio 'in-group' e 'out-group' e la gestione di situazioni tanto complicate quanto delicate che ogni giorno un lavoratore a contatto con queste due varianti culturali deve affrontare. Nell'ultimo capitolo si fa riferimento al modello Balboni - Caon sia per il modello di competenza linguistica sia per il modello di competenza linguistica interculturale e una rielaborazione di entrambi sul caso. Il capitolo è concluso da esempi su come gestire le varie situazioni con clienti di culture diversa dalla nostra.
10
Mira, Tapia Alejandro. "Academic knowledge and intercultural strategies among students and graduated from the Instituto Intercultural Ñöñho". Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/112538.
Testo completoAbstract (sommario):
Este artículo se basa en una investigación etnográfica de dos años que analiza el proceso de profesionalización y las experiencias de trabajo comunitario de estudiantes y egresados del Instituto Intercultural Ñöñho (IIÑ), una pequeña universidad indígena ubicada en la región ñöñho (otomí) del sur del estado mexicano de Querétaro. Entre los principales hallazgos se muestra que estos actores, a través del uso sociocultural de sus saberes escolares, construyen y despliegan colectivamente un conjunto de estrategias interculturales (Bertely, 1997) para intervenir comunitariamente en tres aspectos: (i) las condiciones locales de marginación socioeconómica, (ii) el desplazamiento cultural y lingüístico, y (iii) la presencia de violencias en los espacios de socialización juvenil. En un inicio, el texto pone en perspectiva histórica las distintas rutas de profesionalización indígena que han existido en el contexto mexicano. Posteriormente, se ofrece una contextualización del IIÑ y del perfil pedagógico de su programa de licenciatura en Economías Solidarias. Finalmente se describen las estrategias interculturales que producen estudiantes y egresados de esta universidad indígena, a partir de una mirada que contempla la afirmación de su etnicidad en el marco de procesos de escolarización.This article is based on a two-year ethnographic research that analyzes the process of professionalization and community work experiences of students and graduates of the Instituto Intercultural Ñöñho (IIÑ), a small indigenous university located in the ñöñho (otomí) region of the southern Mexican state of Querétaro. Among the main findings it presents that these actors collectively build and display a set of intercultural strategies (Bertely, 1997) to intervene in three issues: (i) the local socio-economic marginalization conditions, (ii) the cultural and language shift, (iii) and the violence within the socialization spaces of the youths.; all these through the sociocultural application of their academic knowledge. Firstly, this study puts in historical perspective the different paths of indigenous professionalization that have existed in the Mexican context. Subsequently, it offers a contextualization of the IIÑ and of the pedagogical profile of its degree program in Solidarity Economics. Finally, it describes the intercultural strategies produced by the students and graduates from this indigenous university, departing from the assertion of their own ethnicity within their schooling process.
11
Hernández, Loeza Sergio Enrique. "What distinguishes "intercultural professionals"? The experiences of male and femele graduates from the Intercultural University of the State of Puebla". Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/112545.
Testo completoAbstract (sommario):
A poco más de diez años de la emergencia de universidades interculturales (UI) en México, sus egresados y egresadas comienzan a desempeñarse profesionalmente en diversos espacios. En el caso de la Universidad Intercultural del Estado de Puebla, a partir de entrevistas analizo las tensiones que sus egresados enfrentan en un mercado laboral caracterizado por la precarización e inseguridad, al tiempo que busco identificar los elementos que los distinguen como «profesionistas interculturales». Concluyo que el modelo educativo de las UI vinculadas con la Coordinación General de Educación Intercultural y Bilingüe promueve la formación de profesionistas capaces de llevar a cabo estrategias de visibilización de la diversidad cultural y lingüística, pero no necesariamente con la intención de cuestionar o transformar el sistema político-económico dominante. Asimismo, identifico los espacios laborales que se crean o son ocupados por estos novedosos profesionistas y las «fricciones epistémicas» que enfrentan al tratar de incorporarse al mundo laboral y que se manifiestan en la manera en que su toma de decisiones se ve inserta en un conflicto entre dedicar sus esfuerzos a satisfacer sus necesidades y aspiraciones personales o priorizar el trabajo en beneficio de su comunidad; todo ello en un contexto de altos índices de precarización laboral.A little more than ten years after the emergence of Intercultural Universities (UIs) in Mexico, their graduates begin to perform professionally in various spaces. Based on interviews with graduates of the Intercultural University of the State of Puebla, I analyze the tensions they face in a labor market characterized by precarization and insecurity, while seeking to identify the elements that distinguish them as «intercultural professionals». I conclude that the educational model of the UIs linked to the General Coordination of Intercultural and Bilingual Education promotes the formation of professionals capable of carrying out strategies to visualize cultural and linguistic diversity, but not necessarily with the intention of questioning or transforming the dominant political-economic system. Likewise, the labor spaces that are created or occupied by these new professionals are identified, as well as the «epistemic frictions» that they face when trying to enter the world of work, which are manifested in the way in which their decision-making is inserted in a conflict between dedicating their efforts to satisfy their personal needs and aspirations, or prioritizing work for the benefit of their community; all in a context of high rates of precarious work.
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Harpster, Tomoko. "Toward intercultural competence : intercultural training for Japanese students in the United States". Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/761.
Testo completo
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Irwin, Katherine S. "Developing interculturally competent and global citizens : an intercultural communications course for high school students /". Click here to view full text, 2007.
Cerca il testo completo
14
Guertin, Caroline Aki Matsushita. "Suzuki Tadashi's Intercultural Adaptations". Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32872.
Testo completoAbstract (sommario):
Contemporary theatre is increasingly visual, an aesthetic shift that has been analyzed in, among others, Hans-Thies Lehmann’s influential Postdramatic Theatre. This shift is apparent in Japanese director Tadashi Suzuki’s intercultural adaptations, which adapt plays of the Western repertoire for contemporary Japanese and international audiences in a style that is richly and evocatively visual. Notions drawn from postdramatic theatre, metatheatre and postcolonial theories are applied as framing devices to uncover the deep cultural and theatrical significance of Suzuki’s adaptive work.
My approach to analyzing the three case studies: Suzuki’s King Lear, The Trojan Women, and Cyrano de Bergerac takes a more globalized view of theatrical adaptations that acknowledges the visual turn of contemporary theatre and contributes to the fields of intercultural performance studies and adaptation studies by expanding the notion of interculturalism beyond the limits imposed by current Western analytical perspectives.
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(UPC), Universidad Peruana de Ciencias Aplicadas, Aymara Shyrley Tatiana Peña e Fajardo Soraya Katia Yrigoyen. "Comunicación intercultural - TR101 201801". Universidad Peruana de Ciencias Aplicadas (UPC), 2018. http://hdl.handle.net/10757/623655.
Testo completoAbstract (sommario):
El curso es de naturaleza general y de carácter teórico, dirigido a las/os estudiantes del VI Ciclo de la Carrera de
Traducción e Interpretación Profesional, que busca desarrollar las competencias de pensamiento crítico,
ciudadanía y, de manera específica, la de la interculturalidad.
En un mundo globalizado como el actual los estudiantes requieren identificar y reflexionar sobre la diversidad
cultural, el plurilingüismo, la diglosia, la extinción de lenguas, el colonialismo, los derechos culturales y
lingüísticos, entre otros aspectos relevantes a los que se tendrá que enfrentar un traductor-intérprete. Así mismo,
en la medida en que los traductores e intérpretes, profesionalmente son considerados ¿puentes¿ entre las lenguas
y culturas; y cada vez son más frecuentes los intercambios estudiantiles este curso les será muy importante y
útil. El curso está diseñado para que el estudiante identifique cualquier ¿ruido¿ o ¿barrera¿ que interrumpa un
buen proceso de traducción o interpretación y lo supere.
16
Flores, Flores Elizabeth. "Centros de formación intercultural". Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/116956.
Testo completo
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Khrapach, A. "Intercultural communication in business". Thesis, Sumy State University, 2016. http://essuir.sumdu.edu.ua/handle/123456789/49035.
Testo completoAbstract (sommario):
Nelson Mandela said, «If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart». This quotation fully reflects how important learning a foreign language is as a way to improve international communication in the globalized world. For example, this skill is very useful when you have a vacation or you need to go to work to another country. The boss tells you have to solve the problem with a foreign partner, but if you do not know how to speak another language how will you complete this task? It should be successful, not a failure. Communicating with people abroad is an integral part of the holiday abroad and only using gestures will be difficult to survive. The great German poet Goethe once said, «He, who knows no foreign language, does not know his own one». That is why in order to understand oneself and environment one has to learn foreign languages.
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Skyrda, T. S., e Elizaveta Khomenko. "Intercultural dialogue and language". Thesis, Національний авіаційний університет, 2020. http://er.nau.edu.ua/handle/NAU/42982.
Testo completoAbstract (sommario):
Participating in the UNESCO Intercultural Dialogue Program, we meet in different parts of the world to discuss the nature of intercultural and religious dialogue. But how true is this dialogue? Are we really from very different cultures that participate in such attempts at dialogue? It depends the meaning of "culture." Many of us imagine that we would probably join, maybe even most of us.Беручи участь у програмі міжкультурного діалогу ЮНЕСКО, ми зустрічаємось у різних куточках світу, щоб обговорити характер міжкультурного та релігійного діалогу. Але наскільки правдивий цей діалог? Ми справді з дуже різних культур, які беруть участь у таких спробах діалогу? Це залежить від значення "культури". Багато хто з нас уявляє, що ми, мабуть, приєднаємось, можливо, навіть більшість із нас.
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Coppete, Maria da Conceição. "Educação intercultural e sensibilidade". Florianópolis, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/100793.
Testo completoAbstract (sommario):
Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Ciências da Educação. Programa de Pós-Graduação em Educação.Made available in DSpace on 2013-06-25T22:42:30Z (GMT). No. of bitstreams: 1 308902.pdf: 5219868 bytes, checksum: 850d99f07dc655c2938419d1e1e36964 (MD5)
A docência se efetiva em uma rede relacional e multidimensional na qual professores e professoras mobilizam cognição, criatividade, imaginação, afetividade e sensibilidade. Ao incorporarem a sensibilidade como fator estruturante do processo de conhecimento, percebem a lógica do conjunto de relações que se dá entre as pessoas e assumem a complexidade que envolve os processos de ensinar e de aprender. Nesse movimento constroem e delineiam modos de ser professor e professora. Lançando mão de práticas pedagógicas organizadas a partir de uma abordagem de educação intercultural, mobilizam a criação de processos educativos gerando a integração e a interação criativa, crítica e cooperativa tanto entre os diferentes sujeitos, quanto entre seus contextos sociais, econômico-políticos e culturais. Partindo dessas premissas, o presente estudo, filiado à linha de pesquisa Ensino e Formação de Educadores, busca analisar a possibilidade da relação entre a educação intercultural e o desenvolvimento da sensibilidade na prática pedagógica desenvolvida por docentes durante um curso de formação continuada. A pesquisa é de abordagem quantitativa e qualitativa, do tipo interpretativa. Foram analisados os dados contidos em diários de bordo e em ensaios pedagógicos. O tratamento metodológico dos materiais da pesquisa segue os pressupostos da análise de conteúdo (FLICK, 2004). Os sujeitos são vinte e oito professoras da educação fundamental da rede pública de sete cidades de Santa Catarina. Elas participaram da primeira edição (2009/2-2010/1) de um curso de formação continuada semipresencial, em nível de extensão, chamado de Educação para a Diversidade e Cidadania. A temática mediadora do curso centrou-se na abordagem intercultural de educação. A partir da análise dos dados da pesquisa, foram formuladas seis categorias para compreender e orientar os significados da prática pedagógica desenvolvida, tanto nas salas de aula desses sujeitos junto aos estudantes, quanto no curso de formação continuada. As categorias enunciam conceitos indicadores da relação existente entre a prática pedagógica intercultural e o desenvolvimento da sensibilidade: necessidade do diálogo; respeito e valorização da diversidade (importância da aceitação das diferenças, importância do acolhimento e afeto, importância da alteridade), unidade na diferença, entreajuda e interdependência de todos, relação entre escola, família e comunidade; reestruturação cultural das formas de agir, pensar e sentir o mundo. As reflexões aqui contidas consideram essas seis categorias como dimensões articuladoras da aprendizagem intercultural em sua relação com a sensibilidade. A promoção e o entrelaçamento dessas dimensões nos contextos educativos dependem substancialmente da prática pedagógica do professor e da professora e de sua capacidade de mobilizar as dimensões lógicas do processo de conhecimento. Nesse sentido, a pedagogia do auscultar ou pedagogia da potência pode ser mediadora da mudança na estrutura relacional. Ela se evidencia capaz de alterar as lógicas de organização, especialmente a partir dos diálogos possíveis que podem ser realizados entre os sujeitos e seus contextos. Por outro lado, essa prática pode contribuir na construção de outros significados à própria linguagem e sua multiplicidade nos espaços educativos. A mobilização desse processo, feita por sujeitos em interação, potencializa o desenvolvimento da sensibilidade e, em seu movimento autopoiético, possibilita a aprendizagem numa perspectiva multidimensional.
Teaching is effective in a relational and multidimensional network in which teachers mobilize cognition, creativity, imagination, affection and sensitivity. Incorporating sensitivity as a factor of structuring the process of knowledge, perceive the logic of the set of relations that exists between the people and assume the complexity involved in the process of teaching and learning. In this movement they build and outline the ways of being teachers. By making use of pedagogic practices organized from an approach of intercultural education, mobilize the creation of educational processes generating integration and creative interaction, critical and cooperative both among different individuals and among their social, economic-political and cultural contexts. Starting from these assumptions, the present study, affiliated to the Teaching and Formation of Educators research line, seeks to analyze the possibility of relationship between intercultural education and the development of sensitivity in the pedagogical practice developed by teachers during a continuous training course. The research is of both quantative and qualitative approaches, of an interpretative kind. The analysis considered data from the log-books and pedagogic experiences. The methodologic treatment of the research materials follows the assumptions of content analysis. (FLICK, 2004). The subject individuals are twenty-eight elementary education of public schools teachers from seven cities in the State of Santa Catarina. They participated in the first edition (2009/2-2010/1) of a semi-presencional continuous training, at extension level, called Education for Diversity and Citizenship. The mediating theme of the course focused the intercultural approach of the education. Based on the analysis of the research data, six categories were formulated to understand and guide the meanings of the pedagogical practice developed both in classrooms of these individuals with students, and in the course of continuous training. The categories set out concepts which indicate the relationship between the intercultural pedagogic practice and the development of sensitivity: the need for dialogue; respect and valorization of diversity (importance of acceptance of differences, importance of protection and affection, the importance of alterity), unity in the diversity, mutual help and interdependence of all, relationship between school, family and community; cultural restructuring of acting, thinking and feeling the world. The reflections contained herein consider these six categories as articulating dimensions of the intercultural learning in relation to sensibility. The promotion and interwining of these dimensions in educational settings, substantially depend on the teachers pedagogic practice and the teachers ability to mobilize the logical dimensions of the knowledge process. In this sense, the listening pedagogy or the power pedagogy may be the mediator of the change in the relational structure. It becomes evidently capable to change the logic of organization, especially from the possible dialogues between individuals and their contexts. Moreover, this practice may contribute to the construction of other meanings of the language itself and its multiplicity in educational spaces. The mobilization of this process by interacting individuals, enhances the development of sensibility and, in its autopoietic movement, enables learning in a multidimensional perspective.
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Michelino, Denise <1992>. "The intercultural communicative competence". Master's Degree Thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/8779.
Testo completoAbstract (sommario):
Questa tesi analizza il ruolo centrale che ha la competenza comunicativa interculturale negli scambi comunicativi. Attraverso l'analisi delle sue diverse componenti si mette in luce il fatto che essa è indispensabile e che possedere solo una buona competenza linguistica, in una lingua, non sia sufficiente per raggiungere una buona comunicazione. Sono mostrati infatti alcuni dei possibili problemi che possono nascere se non si pone sufficiente attenzione alle diversità culturali e quindi ai processi mentali che un individuo possiede, dovuti alla sua cultura. Si spiega anche la rilevanza della comunicazione non verbale con le sue manifestazioni negli scambi comunicativi e il concetto di cultura e il suo legame alla lingua, spiegando che sono interdipendenti l'una dall'altra. Nella seconda parte la tesi include uno studio di caso effettuato in scuola superiore a studenti italiani e stranieri. Si metteranno in luce le diversità culturali e quindi l'incidenza della cultura nel rapporto fra gli individui. Si evidenzierà il fatto che avere valori e modi di rapportarsi diversi possa diventare la causa principale di fraintendimenti e quindi portare a discussioni. Obiettivo di questa tesi è quindi quello di far capire che la cultura è presente in qualsiasi scambio comunicativo e incide su di esso in maniera consistente. Usare un modello di competenza comunicativa interculturale aiuta a generare comportamenti che possano portare a comunicazioni ottimali con gli stranieri.
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Sangpradup, Mavong Ratchaneewan. "Recherches sur la formation linguistique et interculturelle pour les étudiants en tourisme : préparer au programme Home Stay en Thailande". Thesis, Paris 3, 2010. http://www.theses.fr/2010PA030103.
Testo completoAbstract (sommario):
Cette recherche est une contribution à l'amélioration du Home Stay, forme de tourisme chez l'habitant d'apparition récente en Thaïlande. Enseignante de français dans une Université d'une région touristique, il nous est apparu que son développement profiterait à la région et offrirait des débouchés à nos étudiants. Nous avons recensé les Home Stay qui recevaient des touristes français ou francophones, dont nous avons contacté chefs de villages et habitants ainsi que les visiteurs étrangers présents lors de nos visites. Nous leur avons fait remplir des questionnaires, les visiteurs étrangers étant classés en trois catégories: français, francophones et autres, questionnaires que nous avons dépouillés à l'aide d'un logiciel SPSS. Nous en avons conclu à la nécessité de médiateurs interculturels. Pour permettre aux visiteurs étrangers de satisfaire leur curiosité sur le mode de vie traditionnel des habitants, leurs travaux, leurs fêtes et leurs coutumes et répondre également au souhait des habitants, il fallait une présence permanente dans les villages de tels médiateurs. Nous avons jugé qu'il serait intéressant de proposer à nos étudiants une formation linguistique et interculturelle pour pratiquer ce métier, ces deux compétences étant également nécessaires pour jouer le rôle de médiateurs dans un Home Stay. Pour éviter le choc culturel et les malentendus dus à la différence culturelle entre habitants et visiteurs étrangers, il est indispensable de mettre l'accent dans cette formation sur l'éducation et la communication interculturelles. Cette formation devra leur faire acquérir les trois composantes de la compétence en communication : savoirs, savoir-faire et savoir-êtreThis research is contributed to the improvement of the Home Stay, a form of tourism recently appear in Thailand that allows the visitor to stay in a house of local family. Teaching French in a university within a touristic region, it appeared to us that this type of tourism would offer advantages not only to the region and but also to our students. We formulated the Home Stay for welcoming French or French-speaking visitors by contacting the village chiefs and the villagers as well as the others foreign visitors during our visits. We asked them to fill in a questionnaire, with the foreign visitors classified into three categories: French, French-speaking and Other, which we analyzed by statistical software SPSS. In conclusion, the results of the questionnaire data point to the necessity of the intercultural mediators. In letting the foreign visitors satisfy their curiosity about the villagers' traditional way of life, their works, their fetes and their customs, and responding to the desire of the villagers, it appears that these mediators could be required on a permanent basis, in the village. In turn, we propose a linguistic and intercultural program to our students towards the goal of becoming intercultural mediators. These two competencies are also necessary for the role of mediators in a Home Stay. In order to avoid cross-cultural and misunderstanding between the villagers and foreign visitors, it is necessary to emphasize the intercultural education and communication in this program. It would allow students to obtain three components of communication competency: knowledge, skills and attributes common to intercultural mediators
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Arco, Bravo Isabel del. "Curriculum y educación intercultural elaboración y aplicación de un programa de educación intercultural". Doctoral thesis, Universitat de Lleida, 1999. http://hdl.handle.net/10803/8303.
Testo completo
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Melchor, Bazalar Ariana. "A Short-Term Intercultural Immersion Program in the US: Contextualizing Intercultural Adjustment Journeys". Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/653718.
Testo completoAbstract (sommario):
La educación superior ha sido impactada de gran manera por un mundo crecientemente interconectado y las demandas de empleadores por graduados con educación internacional, catalizando una tendencia de programas study-abroad de corta duración. A pesar de su crecimiento prominente y la expansión de su alcance, surgen desafíos clave porque la investigación sobre los aprendizajes de los estudiantes y la efectividad de estos programas aún se encuentra en etapas iniciales. Es fundamental entender los study-abroad como una variable cambiante, en donde el diseño del programa se relaciona con los aprendizajes del estudiante y las experiencias específicas de ajuste intercultural estén enmarcadas en su contexto. El Iacocca Global Village en Lehigh University (EE. UU.) fue elegido como estudio de caso. Los hallazgos muestran que se necesita una pedagogía intencional enfocada en resultados interculturales respaldada por tutorías continuas. Es importante tener una participación obligatoria en integración cultural y grupos de apoyo, la presión por el trabajo real y la responsabilidad es un requisito previo para dejar la zona de confort y fomentar los encuentros interculturales y que las redes de egresados puedan contribuir a mantener el sentido de pertenencia desarrollado en el programa.The increasingly interconnected world and the demands for internationally educated graduates have had a major impact on higher education and have catalyzed the trend of short-term studies abroad. Key challenges arise because, despite their prominent growth and the expansion of their reach, the research on student outcomes and program effectiveness is still in initial stages. It is essential to approach education abroad as a non-steady variable, where the program design is related to student learning gains and specific intercultural adjustment experiences, framed within their context. The Iacocca Global Village in Lehigh University (USA) was chosen as a case study. Findings show there is a need for intentional pedagogy focused on intercultural outcomes supported by ongoing mentoring it´s important to have mandatory involvement in cultural integration and support groups, pressure for real work and accountability is a prerequisite to leave the comfort zone and foster intercultural encounters and that alumni networks can contribute to maintain the sense of belonging developed in the program.
Tesis
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Lin, Yi. "Chinese International Students’ Intercultural Communication Competence and Intercultural Communication Apprehension in the USA". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1516.
Testo completoAbstract (sommario):
This study investigated the intercultural communication competence and intercultural communication apprehension of Chinese international students. Participants in the study consisted of Chinese international students over 18 years old studying at two 4-year public universities in the southeastern United States. The study participants completed 2 online survey questionnaires: the Intercultural Sensitivity Scale (ISS), which measured the degree of intercultural communication competence, and the Personal Report of Intercultural Communication Apprehension (PRICA), which measured the degree of intercultural communication apprehension. The findings of the study indicated a significant relationship between Chinese international students' intercultural communication competence and their intercultural apprehension. Findings also noted that gender, age, number of U.S. friends, and level of education were not factors predicting the participants' degree of intercultural communication competence and intercultural communication apprehension. However, frequency of speaking English outside of the classroom was an important factor indicating differences in the degree of the study participants' intercultural communication competence and intercultural communication apprehension. In addition, the study revealed that the length of time in the United States affected participants' intercultural communication competence but not their intercultural communication apprehension.
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Hotta, Muneo. "Intercultural communication competence and intercultural adjustment of Japanese business sojourners and their spouses". PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4268.
Testo completoAbstract (sommario):
The purpose of this thesis was to examine the relationship among intercultural communication competence, attitudes toward the U.S. culture, and linguistic skills in English for Japanese business sojourners and their spouses living in the United States.
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Zhao, Chun-Mei. "Intercultural Competence: A Quantitative Study of the Significance of Intercultural Competence and the Influence of College Experiences on Students' Intercultural Competence Development". Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/27721.
Testo completoAbstract (sommario):
This research is a detailed look at intercultural competence, an issue showing escalating importance in today's higher education and the society at large. In this study, intercultural competence was defined in light of the concept of culture and the contact hypothesis. Person-environment interaction theory and college impact theories were incorporated as theoretical foundations for the operationalization of this research. The development of students' intercultural competence was examined from two perspectives--intercultural competence is viewed both as a desirable outcome of college education and as an active environment component that exerts important influence on students' self-reported gains.
Findings of this study evidenced that a variety of college activities, especially those emphasizing cooperative and associated learning, play important role in students' intercultural competence development. Intercultural competence, in turn, has substantially positive effect in student gains in multiple realms. The intrinsic influences of student characteristics were also examined. In the end, previous research was drawn upon to scrutinize the findings of this study. Implications to future practice and policy as well as the values and limitations of this study were also presented.Ph. D.
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Pena-Dix, Beatriz Maria. "Developing intercultural competence in English language teachers : towards building intercultural language education in Colombia". Thesis, Durham University, 2018. http://etheses.dur.ac.uk/12619/.
Testo completoAbstract (sommario):
This research is a qualitative exploratory, constructivist study that aims to investigate Colombian (public sector) English language teachers’ existing or prospective intercultural communicative competence (ICC) to understand their teaching profiles and then to be able to build upon them. To achieve my aims, teachers’ perspectives on culture and interculturality are explored based on the underpinning assumption that there is a need to transform language education in Colombia and move forward from the «cultural turn» to the «intercultural turn». Within this vision of language teaching, teachers can become, in a near future, intercultural mediators who enlarge the objectives of contemporary language teaching to build Third Spaces for dialogue and negotiation through English. This study is motivated by one main research question: how do Colombian English language teachers’ current practices, beliefs, and professional self-concepts relate to an envisaged profile of the intercultural English language teacher? This question is embedded in the research aim of providing a comprehensive understanding of current English language teaching in Colombia, including teachers’ experiences and perspectives on culture and interculturality. While exploring the literature on ICC, insight was gained into how the teaching of languages becomes a natural scenario to develop ICC and the transformed role of the language teacher as an agent of change and pedagogical progress in transnational and global contexts (Crozet, 2017; Guilherme, 2002, 2007; Porto & Byram, 2015; Risager, 2000, 2007; Sercu et al., 2005). The empirical findings show that teachers feel positively disposed to intercultural competence English language teaching (IELT), but their approaches to culture are mainly essentialist and nationalist, based on communicative language teaching (CLT) approaches. Despite efforts and infrequent demonstrations of IELT, their profile does not meet yet the expectations pertaining to the knowledge, skills and attitudes that are desirable for IELT. However, they have a positive disposition to advance towards IELT. Based on these findings, a tripartite model and a statement of philosophy were proposed to help English language teachers move forward towards ICC. Finally, this investigation provides valuable insights into the status quo of ICC and ELT in Colombia and has practical implications for ELT education programmes, teachers and policy makers who are interested in reanalysing ELT in Colombia.
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Butler, Colleen. "Intercultural conflict styles in the criminal justice system and the implications for intercultural interventions". Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/756.
Testo completoAbstract (sommario):
This thesis explored the communication and conflict style contrasts between criminal justice professionals and African American defendants that can interfere with the equitable administration of justice in the criminal justice system in Dane County, Wisconsin. The focus of this research was on the potential conflict style contrasts between criminal justice professionals and African Americans because the racial disparity in the incarceration rate was greatest for African Americans. This research project began from the premise that the racial incarceration rate disparity was caused in part by differences in cultural conflict and communication styles, and it explored the intersection of power differentials and cultural conflict and communication style differentials.
The study employed the Intercultural Conflict Style Inventory, courtroom observations, and two focus groups. One focus group was composed of professionals in the criminal justice system from Dane County, Wisconsin, and the other of African Americans who have been impacted negatively by this system. All findings were used to develop specific training recommendations to help criminal justice professionals to understand conflict and communication style preferences with the intention of decreasing the disparate treatment of members of the African American community.
The combined research strategies suggested that the primary culture of the criminal justice system was consistent with European American cultural preferences for low-context, direct, and emotionally restrained communication and conflict styles, which contrasts with the general preference of the African American culture for a more emotionally expressive engagement style. While this research did not specifically indicate that intercultural miscommunication directly impacts the equitable distribution of justice in Dane County, it did suggest that cultural contrasts may be one variable contributing to the inequitable distribution of justice.
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Зайцева, Станіслава Станіславівна, Станислава Станиславовна Зайцева, Stanislava Stanislavivna Zaitseva e Victor Adeseye Adebisi. "Intercultural communication: studying the ukrainian language by foreign students, its importance for intercultural relations". Thesis, Харківський національний автомобільно-дорожній університет, 2022. https://essuir.sumdu.edu.ua/handle/123456789/87481.
Testo completoAbstract (sommario):
Мета цього дослідження – вказати на взаємозв’язок української мови та освіти, а також на важливість вивчення української мови іноземними студентами.The relevance and aim of this research is to point out the relationship between the Ukrainian Language and education, as well as the importance of learning the Ukrainian language to foreign students.
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Renner, Jasmine, e Yi Lin. "Intercultural Communication Competence and Intercultural Communication Apprehension among Chinese Students Studying in the USA". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3048.
Testo completo
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Waygood, Richard. "Challenges in Intercultural Business Communication". St. Gallen, 2005. http://www.biblio.unisg.ch/org/biblio/edoc.nsf/wwwDisplayIdentifier/02603207001/$FILE/02603207001.pdf.
Testo completo
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Benet, Gil Alicia. "Construyendo una universidad intercultural inclusiva". Doctoral thesis, Universitat Jaume I, 2019. http://hdl.handle.net/10803/666682.
Testo completoAbstract (sommario):
Esta investigación tiene por objeto identificar el estado actual de las culturas, las políticas y las prácticas de la comunidad educativa de la Universitat Jaume I en el marco de la universidad intercultural inclusiva. Se trata de un estudio que se enmarca dentro de la investigación cualitativa y la metodología empleada es el estudio de caso. A grandes rasgos, los resultados muestran como, aunque la universidad tiene voluntad de garantizar la atención a la diversidad, aún se basa en un modelo más integrador que inclusivo. Como conclusión, podemos decir que es necesario que la universidad afronte una serie de desafíos como la incorporación del modelo en el ideario; generar una política inclusiva que englobe a todos los servicios, planes y programas; y la valoración de la docencia promoviendo la formación del profesorado como un elemento indispensable.The purpose of this work is to identify the current state of the cultures, policies and practices of Universitat Jaume I's educational community within the framework of the inclusive intercultural university. This research uses a qualitative case study methodology. To this day, the university, although it is willing to guarantee attention to diversity, is still based on a more integrative model than an inclusive one. In conclusion, Universitat Jaume I has a deep vocation for being an inclusive university, but it is necessary that the institution addresses some challenges, such as the incorporation of the model in the ideology; generate an inclusive policy that encompasses all services, plans and programs; and the evaluation of teaching practices, promoting faculty training as an indispensable element.
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Desai, Deven, e Franck Garozzo. "Intercultural Management: Morocco and India". Thesis, Linköpings universitet, Företagsekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-70377.
Testo completoAbstract (sommario):
In the new generation of the world “the world is flat” (Friedman), companies are going into new markets or are already in a foreign market. A major issue when youhave activities in a foreign market is the intercultural management. A lot of theories were developed around this topic to help companies to handle the problem that occurs when management fails to understand the incoming nation’s culture. The aim of this study is to apply these theories to a practical and specific case. The two mains areas explored, through the theories we choose to focus on, are: Culture and Leadership. We choose to follow a deductive process using two research designs: the case study design and the comparative design. Our data was principally collected through our survey available athttp://bachelorthesis.weebly.com/. That is what was considered as primary data. We also used secondary data that was already collected by Geert Hofstede and is available on his websitehttp://www.geert-hofstede.com/. Through this study we want to show the relation between culture and leadership by answering the following questions: -How can companies benefit by having leaders who understand properly the aspects of intercultural management? -We will discuss the methods that managers use to deal with different external cultures, preserve the internal corporate culture and maintain a stable work environment. -What are the limitations of the use of these tools?
34
Jokikokko, K. (Katri). "Teachers' intercultural learning and competence". Doctoral thesis, Oulun yliopisto, 2010. http://urn.fi/urn:isbn:9789514263705.
Testo completoAbstract (sommario):
Abstract The aim of this research is to provide more theoretical and practical knowledge and understanding on the process of teachers’ intercultural learning and the nature of intercultural competence in teachers’ work. It is a qualitative study based on various types of questionnaires and interviews collected from former ITE (Intercultural Teacher Education) students in the Department of Educational Sciences in the University of Oulu. The research consists of five articles and a summary part. The research falls with in the area of intercultural education. The theoretical framework of the research is based on critical pedagogy, various models of intercultural competence as well as various learning theories (transformative, experiential, sociocultural) which are seen as approaches that provide analytical and theoretical tools for understanding intercultural learning. Phenomenographical and narrative research approaches construct the methodological framework for the research. The data have been collected twice. The first data consist of open-ended questionnaires (15) and half-structured interviews (10). This set of data was analysed phenomenographically. The second data consist of 10 biographical interviews which are analysed narratively. The main results of the study suggest that, according to the conceptions of the research subjects, teachers’ intercultural competence is less related to specific skills and knowledge than it is comprised of a holistic approach to issues. It is perceived more as an ethical orientation to people, life and diversity, which guides a person’s thinking and behavior rather than an ability to perform something well in an intercultural environment. On the basis of the research, teachers’ intercultural learning processes differ, depending on the person’s background, living environment and other experiences. There does not seem to be only one theory that would comprehensively describe this varied process. Teachers’ intercultural learning is a process involving the combination of formal and informal learning. While it can be a gradual process affected by various life experiences, it sometimes occurs rather suddenly through crises and turning points as assumed in transformative theory. The significant roles of environment and other people for intercultural learning are obvious although individual self-reflection is needed as well. The research also highlights the importance of emotionally strong experiences for intercultural learningTiivistelmä Tutkimuksen tarkoitus on tuoda lisää teoreettista ja käytännöllistä tietoa ja ymmärrystä opettajien interkulttuurisen oppimisen prosessista sekä interkulttuurisen kompetenssin luonteesta. Tutkimus on luonteeltaan laadullinen, ja se perustuu erityyppisiin kyselylomakkeisiin ja haastatteluihin, joita olen kerännyt entisiltä Oulun Yliopiston Kasvatustieteellisen tiedekunnan ITE (Interkulttuurinen opettajankoulutus) -ohjelman opiskelijoilta. Tutkimus koostuu viidestä artikkelista ja yhteenveto-osasta. Tutkimus sijoittuu interkulttuurisen kasvatuksen alueelle. Tutkimuksen teoreettinen viitekehys pohjautuu kriittiseen pedagogiikkaan, interkulttuurisen kompetenssin malleihin sekä erilaisiin oppimisteorioihin (transformatiivinen, kokemuksellinen ja sosiokulttuurinen). Näiden teorioiden katson tarjoavan analyyttisiä ja teoreettisia välineitä interkulttuurisen oppimisen ymmärtämiseen. Tutkimusmetodologiana olen soveltanut fenomenografista ja narratiivista lähestymistapaa. Aineistoa olen kerännyt kahdesti. Ensimmäinen aineisto koostuu avoimista kyselylomakkeista (15) ja puolistrukturoiduista haastatteluista (10). Tämän aineiston analysoin fenomenografisesti. Toinen aineisto koostuu 10 elämänkerrallisesta haastattelusta, jotka analysoin narratiivisesti. Tutkimuksen päätulosten mukaan opettajat eivät koe interkulttuurista kompetenssia niinkään erityisinä taitoina tai tietoina vaan enemmän kokonaisvaltaisena lähestymistapana. Opettajien mukaan interkulttuurinen kompetenssi on ennen kaikkea eettinen orientaatio ihmisiä, elämää ja moninaisuutta kohtaan. Sen katsotaan ohjaavan ihmisen ajattelua ja toimintaa kokonaisvaltaisesti, eikä sitä siis nähdä pelkästään kykynä suorittaa jotain taitavasti monikulttuurisessa ympäristössä. Tutkimuksen tulosten pohjalta voidaan sanoa, että opettajien interkulttuurisen oppimisen prosessit ovat moninaisia riippuen henkilön taustasta, elinympäristöstä ja muista kokemuksista. Mikään kuvatuista oppimisteorioista ei näytä kokonaisvaltaisesti selittävän ja kuvaavan tätä moninaista prosessia. Opettajien kulttuurienvälinen oppiminen sisältää formaalia, informaalia ja nonformaalia oppimista. Se voi olla vähittäinen prosessi, johon erilaiset elämänkokemukset vaikuttavat pikkuhiljaaa. Se voi joskus tapahtua myös yhtäkkisesti kriisien ja elämänmuutosten kautta, kuten transformatiivisen oppimisen teoriassa oletetaan. Merkittävillä toisilla sekä ympäristöllä on interkulttuurisessa oppimisessa suuri rooli, vaikka yksilöllistäkin reflektiota tarvitaan. Tutkimuksessa nousi keskeiseksi myös tunneperäisesti vahvojen kokemusten merkitys interkulttuurisessa oppimisessa
35
Hall, Douglas Alan, University of Western Sydney, of Arts Education and Social Sciences College e 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.
Testo completoAbstract (sommario):
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)
36
Alkheshnam, Abeer. "Intercultural competence : components and measurement". Thesis, University of Surrey, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553751.
Testo completoAbstract (sommario):
This thesis reports three studies which examined the components of intercultural competence, developed methods for measuring these components, examined how these components are related to each other, and examined differences in intercultural competence as a function of gender, age, minority vs. majority status and multilingual status. Study 1 developed a set of quantitative scales for measuring the different components of intercultural competence using students from the University of Surrey, while Study 2 tested these scales further using students from the University of Kuwait. These two studies showed that 12 different components of intercultural competence could be measured using these scales. Study 3 used the same scales to collect data from secondary school students in Kuwait at the beginning and at the end of a school year. Study 3 showed that the intercultural competence of these school students did not develop over the year, and was not enhanced by an educational intervention. Study 3 also showed that the intercultural competence of these school students was sometimes but not always related to their attitudes to people from other cultural groups. Taken together, the three studies revealed that the components of intercultural competence can be measured using quantitative scales, that these components tend to be positively correlated with each other, and that females, older individuals, minority individuals and individuals who speak multiple languages tend to have higher levels of intercultural competence. However, intercultural competence does not always develop across the course of a single school year in the absence of intercultural training or intercultural experiences.
37
Makarová, Viera. "The interpreter as intercultural mediator". Thesis, University of Warwick, 1998. http://wrap.warwick.ac.uk/2548/.
Testo completoAbstract (sommario):
This thesis looks at the role of the Slovak-English interpreter working in the consecutive mode in the business environment especially with regard to rendering cultural references from source texts, whether these are (British) English or Slovak. Since culture in this thesis is taken in the broad sense of the whole way of life, cultural references can also be wide-ranging. The strategy an interpreter will opt for when interpreting cultural references depends on the circumstances under which he or she operates. Interpreting puts constraints on interpreters which make their activity distinct from translation of written texts, where in cases of unknown cultural references, translators can resort to the use of notes. Interpreters are engaged in mediating communication between (two) clients who do not share the same language and who come from differing cultural backgrounds. Due to differences between the (British) English and the Slovak cultures - in their material, spiritual and behavioural aspects - as well as due to lack of knowledge of cultural references which the clients of English-Slovak interpreting have and which was caused historically, some intercultural mediation is needed. Its particular forms are the outcome of the weighing of the circumstances under which the English-Slovak consecutive interpreter works. Moreover, business interpreting contains challenges in the form of the vocabulary of business, a relatively new area for Slovak interpreters. An interpreter, under all the above mentioned constraints, has to fulfil his or her role: to establish and maintain communication between the two parties. Therefore some of the strategies used will try to prevent miscommunication, while others will try to deal with miscommunication once it has occurred.
38
Davison, Susan Farmar Canney. "Intercultural processes in multinational teams". Thesis, London Business School (University of London), 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319367.
Testo completo
39
Bertona, María Adela del Rosario. "Cultura organizacional y gestión intercultural". Bachelor's thesis, Universidad Nacional de Cuyo. Facultad de Ciencias Económicas, 2020. http://bdigital.uncu.edu.ar/15672.
Testo completoAbstract (sommario):
La cultura organizacional y la interculturalidad atraviesan a todas las organizaciones. Son muchos los casos en los que se presentan interacciones entre personas y organizaciones de culturas diferentes. La cultura le otorga a sus miembros y a las organizaciones ciertos patrones actitudinales y conductuales que hacen que se diferencien unos de otros. Estas diferencias pueden llevar a malentendidos y a complicaciones que pongan en riesgo el objetivo principal de la interacción.
En el presente trabajo de investigación, mediante una investigación documental, se busca relevar información secundaria para lograr una correcta comprensión de las temáticas cultura, cultura organizacional y gestión intercultural. Y, luego, se realiza un análisis de caso a modo de plasmar en la realidad el desarrollo teórico. Para esto último se realizan entrevistas en profundidad a una organización de Mendoza, Grupo LTN.
Con las entrevistas en profundidad se pudo afianzar lo desarrollado teóricamente, la organización cuenta con su propia cultura organizacional, de la cual se pueden reconocer cada uno de los elementos y los fundadores la consideran clave para mantener la esencia de la organización. Respecto a los encuentros interculturales, el Grupo durante su trayectoria vivenció diferentes interacciones con otras culturas. El entrevistado relató dos encuentros principales, destacando lo importante que fue formarse para los mismos y narró los inconvenientes que surgieron por el shock y las diferencias culturales.Fil: Bertona, María Adela del Rosario. Universidad Nacional de Cuyo. Facultad de Ciencias Económicas.
40
Herzfeldt, Regina H. "Intercultural training for international placements". Thesis, Aston University, 2007. http://publications.aston.ac.uk/10907/.
Testo completoAbstract (sommario):
Despite its increasing popularity, much intercultural training is not developed with the same level of rigour as training in other areas. Further, research on intercultural training has brought inconsistent results about the effectiveness of such training. This PhD thesis develops a rigorous model of intercultural training and applies it to the preparation of British students going on work/study placements in France and Germany. It investigates the reasons for inconsistent training success by looking at the cognitive learning processes in intercultural training, relating them to training goals, and by examining the short- and long-term transfer of intercultural training into real-life encounters with people from other cultures. Two cognitive trainings based on critical incidents were designed for online delivery. The training content relied on cultural practice dimensions from the GWBE study (House, Hanges, Javidan, Dorfman & Gupta, 2004). Of the two trainings, the 'singlemode training' aimed to develop declarative knowledge, which is necessary to analyse and understand other cultures. The 'concurrent training' aimed to develop declarative and procedural knowledge, which is needed to develop skills for dealing with difficult situations in a culturally appropriate way. Participants (N-48) were randomly assigned to one of the two training conditions. Declarative learning appeared as a process of steady knowledge increase, while procedural learning involved cognitive re-categorisation rather than knowledge increase. In a negotiation role play with host-country nationals directly after the online training, participants of the concurrent training exhibited a more initiative negotiation style than participants of the single-mode training. Comparing cultural adjustment and performance of training participants during their time abroad with an untrained control group, participants of the concurrent training showed the qualitatively best development in adjustment and performance. Besides intercultural training, multicultural personality traits were assessed and proved to be a powerful predictor of adjustment and, indirectly, of performance abroad.
41
Sakai, Jiro. "A phenomenology of intercultural communication /". Full-text version available from OU Domain via ProQuest Digital Dissertations, 1997.
Cerca il testo completo
42
Alvarez, Cardenas Sonia Laura. "Salud intercultural como política social". Instituto de Saúde Coletiva, 2014. http://repositorio.ufba.br/ri/handle/ri/16346.
Testo completoAbstract (sommario):
Submitted by Maria Creuza Silva (mariakreuza@yahoo.com.br) on 2014-10-06T20:23:44Z
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As políticas públicas que visam dar respostas para a resolução dos problemas de saúde- doença com foco em povos indígenas tiveram peculiaridades no processo de elaboração em cada país na América Latina. Ultimamente o conceito de Interculturalidade tem sido utilizado como uma alternativa melhor para lidar com as diferenças culturais Organismos internacionais, movimentos indígenas e os Estados fazem uso do conceito assumindo distintos significados em cada caso, provando que a interculturalidade mais do que uma “relação respeitosa entre culturas”, apresenta tensões e conflitos. Neste trabalho analisam-se as noções de interculturalidade em saúde utilizados na formulação de políticas públicas voltadas para os povos indígenas na América Latina. Realizou-se uma revisão critica da literatura nas bases de dados virtuais BIREME, Periódicos Capes e SciELO para o período 1992-2012 se utilizando as palavras chaves: interculturalidade, políticas, saúde, indígena. Foram selecionados 32 artigos e 14 textos de documentos oficiais nacionais e internacionais e de organizações indígenas. Numa primeira parte da análise utilizou-se uma matriz para organizar os dados das publicações: origem da publicação, ano de publicação, revista ou periódico e dados sobre a autoria das publicações. Numa segunda parte, utilizou-se uma matriz temática para identificar e sintetizar as noções de saúde intercultural de acordo as problemáticas apresentadas nos textos. Os resultados apontam para uma utilização da noção de interculturalidade em saúde sem consenso comum, sendo utilizada sem referencial teórico de base. Relaciona-se a estratégias de atenção a saúde focalizadas em povos indígenas onde “o cultural” apresenta-se fortemente.
43
Sepúlveda, A. Pilar. "Liceo experimental intercultural Puente Alto". Tesis, Universidad de Chile, 2009. http://repositorio.uchile.cl/handle/2250/100201.
Testo completoAbstract (sommario):
El Liceo Experimental Intercultural Bilingüe en Puente Alto, nace de la necesidad de
dar a conocer el patrimonio y Cultura Mapuche en nuestra sociedad, en especial en
un contexto urbano como el nuestro que existe un escaso conocimiento por la Cultura
originaria de nuestro país, y sobretodo existe un rechazo muy evidente hacia la etnia y
sus descendientes. La experiencia del Liceo, como fuente de conocimiento, nos entrega
la Educación, el principal mecanismo de movilidad social y laboral; pero a la vez es una
plataforma para que nuestros niños se relacionen y aprendan a conocerse ellos mismos
y sus similares, la implementación de la Cultura Mapuche en el Currículo Científico –
Humanista, intenta entregar conocimiento de nuestros orígenes, aceptación e integración
de la etnia mapuche a nuestro contexto urbano y entregar a la comunidad un espacio abierto
donde pueda interactuar con la Cultura Mapuche. Es por esto que el Liceo toma el nombre
de Experimental ya que se intenta incorporar por primera vez en Santiago el Programa
Intercultural Bilingüe en el currículo. Es así como el proyecto Educativo del Liceo se basa en
una plataforma que contiene una Biblioteca “viva” que es el Centro del Liceo, que contiene
conocimiento y a la vez genera nuevo material de apoyo para la implementación del
Programa de Educación Intercultural Bilingüe (PEIB) en Santiago. Dentro de las Actividades
“interculturales” que diferencian al Liceo de cualquier otro Científico – Humanista, se plantea
la implementación de huertos escolares (el valor de la tierra), y el deporte del palín.
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Ramos, Claudia Ferreira. "O impacto das diferenças culturais na rotina de trabalho de uma tripulação marítima composto por brasileiros e estrangeiros". reponame:Repositório Institucional do FGV, 2014. http://hdl.handle.net/10438/12838.
Testo completoAbstract (sommario):
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Working on board the same ship may present a challenge to the foreign and Brazilian crew members of the company Alfa Navegações, due to the differences in values and beliefs of these cultures manifested in everyday li f e this maritime crew. The main objective o f this dissettation is to show impacts in the socialization of interaction among the mixed crew onboard. This research investigated the construction of an intercultural everyday life from coexistence among Brazilians and foreigners in the Brazilian branch of the company Alfa Navegações. The theoretical background was built through the fundamentais o f organizational culture, intercultural relations and Brazilian culture for understanding and analysis of everyday life, as well as the field research of Cultural Studies, especially intercultural management. The research methodology applied in this work was the case study with a qualitative emphasis. The semi-structured interview was used as the main instrument for data collection. lt was concluded that cultural differences impact the work routine of a maritime crew of Brazilians and foreigners. With this, it was noted the need to learn to deal with other cultures, in view o f the new international scenario due to the increased movement o f people and ideas from different cultural sources, and that in social relationships the intercultural issue has become crucial. This occurs not only with those who accept the challenge to live or work abroad, but also with those who receive these professionals and live with them in everyday life.
Trabalhar embarcado no mesmo navio, pode representar um desafio para os tripulantes estrangeiros e brasileiros da empresa Alfa Navegações, devido às diferenças de valores e crenças dessas culturas manifestas no dia a dia desta tripulação marítima. O principal objetivo nesta dissertação é sinalizar impactos na socialização do convívio a bordo entre tripulação mista. Esta pesquisa investigou a construção de um cotidiano intercultural a partir da convivência entre brasileiros e estrangeiros na filial brasileira da empresa Alfa Navegações. O marco teórico foi construído por meio de fundamentos sobre cultura organizacional, relações interculturais e cultura brasileira para compreensão e análise do cotidiano. A metodologia de pesquisa adotada neste trabalho foi o estudo de caso, com ênfase qualitativa. Foi utilizada a entrevista semiestruturada como instrumento principal de coleta de dados. Concluiu-se que as barreiras culturais na comunicação e na adaptação dos tripulantes no convívio intercultural recaem no idioma. Isto reforça os conceitos expostos no marco teórico sobre a necessidade do treinamento intercultural e aprendizagem de outro idioma para auxiliar o convívio entre culturas diferentes. Com isso, notou-se a necessidade de aprender a lidar com outras culturas, tendo em vista o novo cenário internacional, devido ao aumento do trânsito de pessoas e de ideias de fontes culturais diferentes, e que nas relações sociais a questão intercultural tornou-se crucial. Isto ocorre não somente com aqueles que aceitam o desafio de viver ou trabalhar no exterior, mas também com aqueles que recebem estes profissionais e com eles convivem no cotidiano.
45
Luanglad, Soulisack. "Un questionnement sociodidactique sur l'enseignement du français médical au Laos". Thesis, Saint-Etienne, 2014. http://www.theses.fr/2014STET2196/document.
Testo completoAbstract (sommario):
Nous vivons dans une ère où les coopérations scientifiques internationales se développent. Face au développement de la coopération médicale franco-laos, les besoins en ressources humaines qualifiées sont en relation ayec les compétences en français des futurs professionnels du secteur médical laotien : nous menons donc cette recherche pour améliorer la qualité de l'enseignement du français à l'université de médecine à Vientiane, en contexte laotien. Cette recherche propose une rencontre de la sociolinguistique, de l'approche interculturelle et de la didactique des langues. Le questionnement porte sur les liens de cohérence entre la situation sociolinguistique au Laos, les politiques linguistiques, la force des habitudes culturelles et l'utilisation du français professionnel. La mise en relation de ces différents modes de réflexion mettent en évidence certains besoins spécifiques de l'enseignement du français au Laos, dans une démarche ethnographique et comparative. Cette recherche questionne spécifiquement la place de la dimension interculturelle dans l'entretien médical au Laos et en France. et débouche sur une sociodidactique du français médical pour un public laotien. L"étude des pratiques et représentations des langues et cultures en présence a fait l'objet d'une enquête de terrain, empirique et qualitative, menée dans les services de l'hôpital Mahosot. à l'Institut de la Fracophonie pour la Médecine Tropicale de l'Uniyersité des Sciences de la Santé au LaosIn the present times, the international cooperation is increasing, specially the cooperation franco-lao. The need of quality in human resource also asking for french skill. This research proposes an approach across sociolinguistics, socio-cultural and foreign language teaching to explore the french medical lesson, in the lao context. This work aims to understand global issues on the importance of the cultural aspect in Laos while relying on a case study located in Vientiane capital of Laos. The questioning retained examines the relationship existing coherence between lao sociolinguistic policy, language education state and the use of french in the medical field in Laos. Linking the different levels of analysis takes place through a process of concept to find the specific needs of the teaching french in Laos. This research specially questions the role of the intercultural dimension in medical conversation in Laos and in France and it questions a french medical socio-didactic for lao learner. The study of practices and representation on french has been a field survey at many departments of Mahosot hospital, at Institut de la Francophonie pour la medicine Tropicale and at University of Health Sciences of Laos. The reflection les some perspectives leads to better knowledge of the use of foreign languages in professional work and take importance the use of french in the social and medical environment
46
Frimberger, Katja. "Towards a Brechtian research pedagogy for intercultural education : cultivating intercultural spaces of experiment through drama". Thesis, University of Glasgow, 2013. http://theses.gla.ac.uk/4593/.
Testo completoAbstract (sommario):
This PhD thesis develops a Brechtian research pedagogy for intercultural education. Taking its lead from progressive intercultural educators and researchers who conceptualise intercultural experiences as being ‘radically embodied’, this thesis is underpinned by a concept of culture as fluid and constantly ‘in the making’. In order to give ethical and pedagogical consideration to such a performative view of culture, Brechtian thinking and theatre practice is employed and translated into the intercultural education research space. Placing Brechtian Verfremdung – ‘estrangement’ - at the heart of methodology, such research pedagogy works from within the precarity of intercultural spaces. Based on an immanent ethics that emerges from and shapes within the relationships built in the research space, the researcher’s role is that of the facilitator and co-producer of data. A Brechtian research pedagogy is thus considered a mode of production; one that does not conceptually presuppose ethics and pedagogy, but considers them as ‘becoming’ and integrated within its methods. It asks two questions i) can a Brechtian informed approach to pedagogy create and change experiences of ‘strangeness’ and ii) if so, how is this achieved and manifested? The focus of this thesis is international students’ dynamic and in flux experiences of strangeness. During four half-day workshops in consecutive weeks, a group of ten international postgraduate students encounter a Brechtian research space, where, using drama, creative writing and filming methods, they engage in an open, embodied conversation on ‘intercultural experiences’. I trace participants’ process of intercultural learning and ‘intercultural making’ through the embodied methods used in the drama research workshops. These embodied methods stimulate a variety of reflective modes and produce multilayered data for analysis: pictures, conversations, creative writing pieces and even non-verbal gestures. In order to prevent an early reification of these ‘texts’ into academic ‘strangeness knowledge’, they are in turn estranged and used in a mode of artistic production. This allows for active thinking about the research question as well as aids reflection on the modes of encounter within the research space. ‘Estrangement’ draws attention not only to the content of intercultural stories used, but to their inherent discursive structures and the effects these can have on participants’ well-being. The research project’s main emphasis, then, is on the process of research and starts to work towards a respective Brechtian representational practice by developing the term ‘dialogic aesthetic framing’. It is suggested that representations should be equally seen as modes of production, dependent on an audience’s active reading between the research’s ‘metaphoric gaps’. Future research would seek to develop this more product-oriented focus further, so as to test and develop concrete artistic, representational practices for a Brechtian research pedagogy.
47
Rotta, Alessandra Montera. "Do intercultural ao desenvolvimento da Competência Intercultural na formação de professores de Português Língua Estrangeira". Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-08032017-152720/.
Testo completoAbstract (sommario):
A presente tese de doutorado insere-se na formação de professores para o ensino do português do Brasil para estrangeiros em contexto de imersão, uma preocupação cada vez mais séria e atual no contexto das universidades brasileiras. Beneficiados por alguns programas governamentais, tais como o Programa de Estudantes-Convênio de Graduação (PEC-G) e o Programa de Estudantes-Convênio de Pós-Graduação (PEC- PG), entre outros, inúmeros estudantes estrangeiros chegam ao país, em sua grande maioria, sem o conhecimento prévio do português do Brasil. Além disso, o Certificado de Proficiência em Língua Portuguesa para Estrangeiros (CELPE-BRAS) passou a ser exigido pelas universidades brasileiras aos estrangeiros que desejam ingressar em cursos de graduação e em programas de pós-graduação. A partir dessa constatação, esta pesquisa propõe o desenvolvimento da Competência Intercultural (CI) durante a formação inicial de professores. Segundo Byram (1997), devemos preparar os futuros professores para adquirir uma série de conhecimentos, habilidades e atitudes, elementos constituintes da CI, a fim de que eles aprendam a agir e reagir em um contexto intercultural. O ensino e aprendizagem de PLE baseados nessa proposta estimulam o diálogo intercultural, permitem que o contato entre as diferentes culturas resulte em uma abertura de espírito, em uma maior compreensão das representações sociais e dos estereótipos culturais, das crenças e comportamentos em diferentes contextos culturais. A possibilidade de se envolver na cultura do outro, ter empatia por ela e assumir outras perspectivas pode ajudar o futuro professor a expandir sua visão de mundo. A partir da experiência da diversidade e da alteridade, ele reflete sobre sua própria cultura e sobre os valores dela recebidos e, passa a incluir construções relevantes de outras visões de mundo culturais. A principal contribuição desta tese reside na apresentação de uma metodologia que contempla o desenvolvimento da CI para formar não apenas professores de PLE, mas cidadãos mais conscientes de seu papel no mundo plural de hoje.This doctoral thesis is related to teacher training for teaching Brazilian Portuguese to foreigners in a context of immersion, which is a growing preoccupation in Brazilian Universities. Innumerable foreigners students, benefit from governmental programs such as Programa de Estudantes-Convênio de Graduação (PEC-G) and Programa de Estudantes-Convênio de Pós-Graduação (PEC-PG) among others, the majority of whom arrive in the country without any previous knowledge of Brazilian Portuguese. Furthermore, the Certificate of Proficiency in the Portuguese Language for Foreigners (CELPE-BRAS) has become a requirement by Brazilian Universities, for foreign students who wish to undertake undergraduate and graduate programs. Based on this finding, this research proposes the development of the Intercultural Competence over the initial teacher training. According to Byram (1997), we must prepare future teachers to acquire a variety of knowledge, skills and attitudes, constituent elements of the Intercultural Competence, in order to enable them to act and react in an intercultural context. The teaching and learning of Portuguese as a foreign language based on this proposal, stimulates intercultural dialogue, allows for the contact between different cultures to result in broadmindedness and a greater understanding of social representations and cultural stereotypes /beliefs and behaviors in different cultural contexts. The possibility of getting involved in another culture, with emphasis on other perspectives, can help future teachers to expand their worldview. From the experience of diversity and otherness, the teacher can reflect on his own culture and the values therein, and that includes building on other cultural worldviews. The main contribution of this thesis is the presentation of a methodology that includes the development of the Intercultural Competence in order to form not only teachers of Portuguese as a foreign language, but citizens more aware of their role in today\'s pluralistic world.
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Taketani, Keisuke. "Intercultural Communication for Development : An exploratory study of Intercultural Sensitivity of the United Nations Volunteer Programme using the Developmental Model of Intercultural Sensitivity as framework". Thesis, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23514.
Testo completoAbstract (sommario):
The purpose of the study is to (1)analyze the level of intercultural sensitivity ofUnited Nations Volunteer (UNV) volunteers in terms of interpersonal communication ina multicultural working environment; (2) explore how UNV volunteers interact andcommunicate in a multicultural environment at community level by developing acognitive structure to understand differences in culture and; (3) identify the level of intercultural sensitivity of the UNV volunteers.This study is intended to make a contribution to the research on Communicationfor Development from the perspective of Intercultural Communication, particularly byusing the Developmental Model of Intercultural Sensitivity (DMIS) as a framework to analyze the Intercultural experiences of a number of UNV volunteers.The qualitative survey was conducted with selected UNV volunteers includingnational, international and former UNV volunteers from February 15, 2008 for 4 weeks. A total of 48 UNV volunteers from 26 countries, serving in 24 countries, participated in the survey. The methodology of content analysis was applied to analyze their intercultural sensitivity and communication skills.The results show that UNV volunteers experience a wide range of interculturalsituations, including: language and relativity of experience, non-verbal behaviour, communication styles, monochronic and polychronic time, values and assumptions.Whereas some UNV volunteers seem to be at the ethnocentric stage, the majority ofrespondents are at the ethnorelative stages, which include the acceptance and adaptationstages of DMIS.In order to improve cultural sensitivity, intercultural trainings are provided toselected UNV volunteers at headquarters in Bonn. This study points to the need for theUNV programme to design and implement structured training in intercultural sensitivity for all UNV volunteers. These trainings should not be given only at Headquarters, but in every Country Office or Support Unit as part of a mainstreamed procedure for both national and international UNV volunteers.Building the capacity of intercultural communication and intercultural sensitivityof UNV volunteers will lead to optimal outcomes in their work through improvedcommunication with colleagues, counterparts and local partners. Intercultural sensitivityis a critical aspect of communication for development. Intercultural sensitivity creates the two-way communication systems that allow communities to speak out, and byfinding their voice, communities begin to realize ownership of the development agendaenshrined in the Millennium Development Goals (MDGs).
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Rathmayr, Renate. "Intercultural aspects of new Russian politeness". Department für Fremdsprachliche Wirtschaftskommunikation, WU Vienna University of Economics and Business, 2008. http://epub.wu.ac.at/1060/1/document.pdf.
Testo completoAbstract (sommario):
This paper is dedicated to surveying the present situation and the spread of the new Russian politeness phenomenon (NRP), and its evaluation and assessment by Russian native speakers in respect to the inter-cultural aspects of new Russian politeness. In terms of pragmatic change, the question is whether NRP is a short-lived linguistic fad or whether it is a thorough change in Russian pragmatic behaviour we are dealing with. The following paper is intended to show some empirical results of this survey of observations and responses relating to the spread and acceptance of politeness phenomena. Furthermore, the focus is on emotional evaluation, rational interpretation, and the spread of these phenomena into non-commercial communication domains. The informants' assessments prove remarkably heterogeneous and offer a variety of reactions, ranging from rejection and pejorative evaluation as communicative ballast to enthusiastic acceptance. The rational evaluations can be subsumed under westernisation and commercialisation of discourse - two aspects of globalisation which is seen as the implementation of forms of the free market economy. On the other hand, we also find a semantic interpretation as an expression of individualisation of discourse. It can finally be observed that while some respondents even diagnosed a decrease in politeness since its climax in the late 1990s, a possible mixture of genuinely Russian politeness (characterised by warmth, openness, spontaneity, taking an interest in others, etc.; positive politeness, Brown & Levinson 1987) with Western non-intrusive politeness (negative politeness, Brown & Levinson 1987) was also predicted, which I regard as the most optimistic future scenario. (author´s abstract)Series: WU Online Papers in International Business Communication / Series One: Intercultural Communication and Language Learning
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Mabuchi, Hitoshi 1955. "Discourses of intercultural education in Japan". Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/9052.
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