Tesi sul tema "Linguistic and cultural diversity diversity"
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1
Ward, Natalia, Amber N. Warren, A. Rountree e M. Dias. "Analyzing Science Read-Aloud Texts for Cultural and Linguistic Diversity". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5949.
Abstract (sommario):
The study discussed investigates the range and variability of cultural and linguistic diversity as represented in interdisciplinary text sets for science read-alouds in Grades K–3. Presenters share their analysis, discuss implications, and offer alternatives for locating texts that include culturally and linguistically relevant depictions of target topics.
2
Sargazi, Hossnieh. "Managing linguistic and cultural diversity in Merseyside's primary schools : theory, policy and practice". Thesis, Liverpool John Moores University, 2011. http://researchonline.ljmu.ac.uk/6120/.
Abstract (sommario):
Throughout the English-speaking world, minority language children (LMC) or children who speak English as an additional language (EAL) are being educated in mainstream classrooms where they have little or no opportunity to use their mother tongue. This study investigates how educators at primary schools in Merseyside, where English is usually the only language in the classroom, respond to the educational and academic needs (linguistic, cognitive) of LMC/EAL children. It addresses socio-linguistic issues, teaching strategies and instructional approaches related to linguistic development and academic achievement of LMCIEAL pupils. It outlines the background to policy and practice in relation to LMCIEAL pupils in Britain. School districts across the United Kingdom are serving increasing number of children from varied cultural and social-linguistic backgrounds in mainstream classrooms. While the population of LMC/EAL will continue to increase, the majority of teachers and those in teacher programs are mainly from a white British background with limited awareness, knowledge and understanding of linguistic needs of LMC/EAL children in mainstream classrooms. Thus, a major challenge for educators is to develop and provide resources that enable teaching such diverse populations to become more effective. The research investigates in particular, how well local authorities and schools can raise standards for all learners in mainstream primary classrooms and examines the ways in which mainstream educational policy and practice has attempted to adapt in recognising that linguistic diversity is the norm rather than the exception in modem British society. The research focuses on what instructional strategies that schools employ in order to provide the best support for language minority children in the classroom in term of the individually focused approaches to learning, closer link between school and home and resources available for schools serving LMC/EAL pupils. The focus of this research is on the experience of staff from 20 primary schools within two local authorities in Merseyside. Questionnaires, semi-structured interviews with the primary schools staff and local authority advisers and government/school policy documents were used as data sources. The results of the study showed that the institution and community (use of first language) play a role in academic achievement of LMC/EAL pupils. The study revealed that teachers within mainstream classrooms recognise the importance of bilingualism, but due to the lack of resources and support, they found it hard to put it into practice. The results indicated that most participants were from a dominant language (English) background, which lack the awareness and experience needed to be effective in multi cultural classrooms. Suggestions are made for improved content delivery and further research including bilingualism as a teaching approach should become a legitimate topic for discussion and further research.
3
Hong, Huili, Karin Keith, Renee Rice Moran e LaShay Jennings. "Listening to Teachers’ and Teacher Candidates’ Discounted Stories about Cultural and Linguistic Diversity". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/994.
4
Heusing, Gerald. "Aspekte der linguistischen und kulturellen Komplexität Ugandas". Universität Leipzig, 2005. https://ul.qucosa.de/id/qucosa%3A33605.
Abstract (sommario):
Diese Ausgabe präsentiert 6 Artikel, die sich mit der linguistischen und kulturellen Diversität in der Republik Uganda befassen. Besondere Aufmerksamkeit gilt der Frage, wie sich Sprache, Sprachvielfalt und Multilingualismus in öffentlichen und kulturellen Bereichen des täglichen Lebens widerspiegeln. Die Artikel basieren auf Daten und Erfahrungen, die im März 2003 in Uganda gesammelt wurden.
5
Wang, Rayna. "Exemplary practices that affirm and promote cultural and linguistic diversity in head start classrooms". Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107433.
Abstract (sommario):
Thesis advisor: Mariela PaezWith the continued growth of culturally and linguistically diverse (CLD) students, it is necessary for teachers to be intentional about serving students whose backgrounds are assets but nonetheless different from the dominant culture and language in American society. Because most research on teaching practices has focused on the academic development of children in preschool, this study tries to fill a gap in the literature by examining teaching practices that respond to and affirm cultural diversity. After conducting interviews and observations in three Head Start classrooms, four core teacher beliefs (reciprocal relationships with family, importance of home language, social emotional emphasis, and inclusion of culture) were identified across the sites; these beliefs impacted how teachers created a multicultural space and tailored instruction for students. The findings contribute to the field by providing insight for how teachers can continue to foster inclusive classrooms that value and celebrate children’s unique identities
Thesis (BA) — Boston College, 2017
Discipline: Departmental Honors
Discipline: Education
6
Grossman, Kelly Marie. "Negotiating the Non-Negotiable: Re-visioning Writing Center Approach to Cultural and Linguistic Diversity". Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1375279778.
7
Shearer, Karen. "PARENTAL INVOLVEMENT: TEACHERS' AND PARENTS' VOICES". Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4146.
Abstract (sommario):
Parents have been involved in the education of their children since the early days of our nation. Their roles have evolved from teaching the basics of reading writing and arithmetic in Colonial times to overseeing the selection of teachers and designing the curriculum during the early 1800s to providing academic support in the home up through the present time. Although educators are generally viewed as professionals and in charge of their students' education, the importance of parental involvement is readily acknowledged. Confusing to both parents and educators is what constitutes parental involvement. The research revealed numerous definitions for the term, but none that were universally agreed upon. This lack of a clear delineation of roles has both parties struggling to make sense of their separate and joint responsibilities. Add to this confusion the complex issues surrounding linguistic and cultural diversity and both sides become mired in their differences rather than building upon their commonalities. Barriers to parental involvement can come from the family as well as the school. The purpose of this study was to examine those barriers from the perspective of educators as well as parents. A convenience sample was taken from the population of elementary schools in a Central Florida county. Parents of students from ethnic minorities were asked to complete a survey questionnaire regarding their experiences with the classroom teacher as well as involvement in their child's education. Elementary school teachers from the same county were given the opportunity to respond to an online survey questionnaire regarding their attitudes about cultural and language diversity and parental engagement at school and with learning. Five hundred and fifty parent surveys and one hundred sixty-six teacher surveys were completed. The data analysis will show which factors influence parent involvement and how similarly parents and teachers feel about parent involvement.Ed.D.
Department of Teaching and Learning Principles
Education
Curriculum and Instruction
8
Barinaga, Ester. "Levelling vagueness : a study of cultural diversity in an international project group". Doctoral thesis, Stockholm : Economic Research Institute, Stockholm School of Economics (EFI), 2002. http://www.hhs.se/efi/summary/594.htm.
9
Runciman, Talya. "From Deficit to Diversity: Inviting learners to use their linguistic and cultural repertoires for Literacy Learning". Master's thesis, Faculty of Humanities, 2018. http://hdl.handle.net/11427/30120.
Abstract (sommario):
This study explores how teaching strategies that constructively employ learners’ linguistic and cultural resources can enhance their learning and participation in literacy lessons. In South Africa, as elsewhere in the world, language policies tend to favour English as the sole medium of instruction and oppose multilingual teaching (Creese and Blackledge, 2010; McKinney, 2017). However, these linguistic restrictions on teaching are hugely problematic for the majority of South African learners who do not have access to dominant language and cultural practices. This study draws on sociocultural theory in that it views language use in the classroom to have a social context, where language regimes at play in greater society determine the language ideologies of teaching and learning in the classroom (Makoe and McKinney, 2014). In addition, this study draws on recent research that advocates multilingual teaching strategies such as translanguaging and translation (Gardia and Sylvan, 2011; McKinney, 2017; Probyn, 2006), as well as drawing on learners’ cultural repertoires and the use of multimodal activities (Newfield, 2011; Stein and Newfield, 2006). The data discussed in this study is drawn from a teaching intervention with Grade 1 and 2 learners that was implemented in a South African primary school. This intervention primarily focused on inviting learners to use their linguistic and cultural repertoires during after-school literacy lessons. Using a linguistic ethnographic approach (Copland and Crease, 2015), this qualitative study describes and analyses the benefits of using such teaching methodologies. This study shows how using learners’ full linguistic and cultural repertoires and multimodal interactions is beneficial to their learning.
10
Santos, Marcia Andrea dos. "Nos não conseguimos enxergar dessa maneira ... = representações e formação de educadores". [s.n.], 2010. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269693.
Abstract (sommario):
Orientador: Terezinha de Jesus Machado MaherTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: Este estudo tem por finalidade descrever e discutir as representações de educadores da rede pública de um município do sudoeste do Paraná acerca dos conceitos de língua, cultura e identidade, com vistas a compreender os sentidos que atribuem à diversidade linguística e sociocultural presente no contexto em que atuam. Embora tal contexto inclua uma variedade étnica considerável, optou-se por aqui focalizar as representações construídas acerca da negritude e da indianidade dada à relevância desses grupos étnicos localmente. O corpus de análise desta tese reúne dados gerados durante atividades escritas e interações em sala de aula ocorridas ao longo de oito encontros com professores e gestores municipais realizados em um curso de formação docente promovido pelo CEFIEL - Centro de Formação Continuada do Instituto de Estudos da Linguagem da UNICAMP. A pesquisa em questão é de cunho qualitativo/interpretativista e segue os preceitos epistemológicos advogados por Moita Lopes (2006) para estudos conduzidos no campo aplicado. O aparato teórico que deu sustentação ao trabalho orientou-se por contribuições advindas da Linguística Aplicada (COX e ASSIS-PETERSON, 2007; CESAR e CAVALCANTI, 2007; FABRÍCIO, 2006; MAHER, 2007), dos Estudos Culturais (HALL, 1997; WOODWARD, 2002), da Educação (SKLIAR, 2003; SILVA, 2005), da Antropologia (THOMAZ, 1995) e da Sociologia (ELIAS, 1994; BOURDIEU, 1998; FOUCAULT, 2002). Os resultados obtidos na análise dos dados sugerem que a) as concepções relativas aos três conceitos focalizados com as quais a maior parte dos sujeitos pesquisados opera contribuem para que atitudes etnocêntricas e pouco tolerantes para com o diferente sejam mantidas e/ou b) que eles desconhecem, ou preferem não reconhecer, a pluralidade linguística e sociocultural considerável do ambiente em que atuam profissionalmente. A expectativa é que este trabalho possa subsidiar a construção de currículos interculturais de formação de educadores que os torne capazes de trabalhar com a diferença de modo produtivo e respeitoso
Abstract: This study aims at describing and discussing the representations educators who work in public schools in a district of southeast Paraná have of concepts such as language, culture and identity in order to understand the meanings they attribute to local linguistic and socio-cultural diversity. Although the context these educators work in includes considerable ethnic variety, only representations of indigenous and afro-descendent people were examined considering the relevance of such ethnic groups in the area. The analyzed corpus include data collected during written activities and classroom interactions that occurred along eight encounters with teachers and school principals and assistants in a course sponsored by CEFIEL - Center for Continuing Education of the Institute of Language Studies of the State University of Campinas (UNICAMP). This study is qualitative and interpretative in nature and follows the epistemological principals suggested by Moita Lopes (2006) for applied research. The theoretical bases adopted was oriented by contributions from the fields of Applied Linguistics (COX e ASSIS-PETERSON, 2007; CESAR e CAVALCANTI, 2007; FABRÍCIO, 2006; MAHER, 2007), Cultural Studies (HALL, 1997; WOODWARD, 2002), Education (SKLIAR, 2003; SILVA, 2005), Anthropology (THOMAZ, 1995) and Sociology (ELIAS, 1994; BOURDIEU, 1998; FOUCAULT, 2002). Data analyses results suggest that most research subjects a) operate with theoretical conceptions in regard to the three focused concepts which contribute for the maintenance of ethnocentric beliefs and attitudes of disrespect for differences and /or b) do not know, or prefer not to acknowledge the considerable linguistic and socio-cultural plurality of the context in which the act professionally. The expectation is that the research here described can contribute to the elaboration of intercultural curricula for the education of school professionals thus enabling them to work with differences in school environments in more productive and respectful ways
Doutorado
Multiculturalismo, Plurilinguismo e Educação Bilingue
Doutor em Linguística Aplicada
11
Cramer, Ashleigh Jay. "Diverse Teacher Candidates' Perceptions of a University's Special Education Preparation Program". BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3156.
Abstract (sommario):
As part of a four year professional development program centered on increasing cultural responsiveness at Brigham Young University, special education faculty members conducted interviews with teacher candidates who had completed the special education program. The interviews primarily focused on the candidates' experiences during their time in the program. The interviews were audio and/or videotaped and transcribed verbatim. The transcriptions were then analyzed using the inductive analysis design for qualitative research (Hatch, 2002). The candidates expressed what types of learning activities as well as what professors did or did not do that helped them to be successful. Also emerging from the interviews were suggestions that would benefit future culturally and linguistically diverse candidates. The suggestions were directed toward what professors can do as well as changes that can be made in the overall program. The professors' ability to accommodate for language needs, the relationships between teacher candidates and professors, and the learning environment were most common areas of improvement for professors.
12
Lim, Chih Ing Maxwell Kelly. "Cultural and linguistic diversity in early childhood teacher preparation the impact of contextual characteristics on coursework and practica /". Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,785.
Abstract (sommario):
Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2007.Title from electronic title page (viewed Dec. 18, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education." Discipline: Education; Department/School: Education.
13
Nouiouar, Ahlam. "Identité et diversité culturelles dans quelques collections de littérature de jeunesse au Maroc". Thesis, Bourgogne Franche-Comté, 2017. http://www.theses.fr/2017UBFCH012.
Abstract (sommario):
La littérature de jeunesse offre aux jeunes garçons et filles des espaces tout à la fois de reconnaissance et de différenciation, constituant ainsi un vecteur important de socialisation et de développement de l’identité culturelle. A travers la combinaison texte-image, le lecteur forge ainsi son appartenance identitaire, et questionne ses représentations de l’Autre et du monde dans sa pluralité. A l’image de la société marocaine, les éditions du troisième millénaire sont caractérisées par une grande diversité culturelle et linguistique. La jeunesse qui baignait dans une culture livresque étrangère durant le siècle dernier peut désormais trouver dans les nouvelles productions des repères en relation avec son environnement social. Cependant, les représentations véhiculées par la littérature de jeunesse posent plusieurs problèmes au niveau de la réception de ces livres et du rapport des jeunes Marocains à la lecture en raison de la pluralité, mais parfois aussi des dissonances qui peuvent exister entre les différentes approches culturelles, économiques et celles qui se dégagent – explicitement ou implicitement – des ouvrages et albums pris en considération. En choisissant d’analyser un corpus appartenant à la littérature de jeunesse marocaine et en privilégiant les catégories -certes problématiques - d’ « identité » et de « diversité » culturelles, nous avons souhaité placer cet objet d’étude au coeur d’une société où cohabitent héritage du passé et espace- monde moderne, où la richesse linguistique et le foisonnement culturel sont source d’interrogations fécondes mais peinent aussi quelquefois à trouver une réponseYouth literature offers young boys and girls a space for recognition and differentiation, thus constituting an important vector of socialization and cultural identity development. Through the text-image combination, the reader forges his / her identity affiliation, and questions his / her representations of the Other and the world in its plurality. As is the case of the Moroccan society, the editions of the third millennium are characterized by a great cultural and linguistic diversity. Young people who were immersed in a foreign bookish culture during the last century could find in the new productions a reference point in relation to their social environment. However, the representations vehicled by the literature of youth engender several problems not only at the level of reception of these books and in the relationship of young Moroccans to reading because of the plurality, but also sometimes at the level of the discordance and incongruity that may exist between different cultural and economic approaches, and those that emerge - explicitly or implicitly - from the works and albums taken into consideration. By choosing to analyze a corpus belonging to the Moroccan youth literature and by privileging the categories - surely problematic - of cultural "identity" and "diversity", we wanted to place this object of study at the heart of a society where the legacy of the past cohabit side by side with modern space-world, where linguistic wealth and cultural abundance are sources of fruitful questions but which also sometimes struggle to find an answer
14
Cole, Deborah L. "Performing 'unity in diversity' in Indonesian poetry: Voice, ideology, grammar, and change". Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280597.
Abstract (sommario):
The main insight of this dissertation is that we can commit to recognizing diversity by sounding others' voices with our voices. I argue that articulations of 'unity' using the familiar sounds of linguistic diversity enables ideological change in the practice of performing poetry in Bahasa Indonesia. Multiple types of data in Bahasa Indonesia are examined and presented to support this argument including newspaper articles, literature textbooks, personal interviews, conference papers, and recordings of poetry performances. In these data, we hear a variety of voices in Indonesia articulate two ideologies about the function of literature in society, which are: 'Literature develops the citizens'' and 'Literature enables unity in diversity'. We also hear various voices articulate an ideology about the proper form of performed poetry, which is: 'Proper reading (or sounding) of a poem results from deeply understanding another's heart'. Transcriptions and descriptions of poetry readings illustrate how these ideologies are realized in performance. I have called the complex interaction of these component ideologies 'Language Celebration in Bahasa Indonesia.' This dissertation makes several important contributions. This analysis brings together two separated approaches to language study (i.e., linguistic anthropology and formal linguistics) to show that both are needed to provide an account of an interaction between phonetics and ideologies. Further, this analysis articulates a theory of sound as one kind of physical (or material) aspect of language that can be exploited to produce ideological change. As a reflexive written document, this analysis examines differences between modes of linguistic production, specifically literary and scientific modes. Finally, by analyzing the structural differences between American and Indonesian language ideologies, I demonstrate why these two cultures differently value giving 'voice' to their internally diverse populations. Combining ethnographic description with formal modeling of language, as well as juxtaposing usually separated genres (like poetry and social theory) I hope to enable readers to arrive at empathetic trans-cultural understandings of Other values 'on their own'.
15
Lovelace, Sherri. "THE ROLE OF BOOK TYPE IN THE RETENTION OF NOVEL VOCABULARY AMONG CHILDREN AFRICAN AMERICAN CHILDREN WITH VOCABULARY DEFICITS". Lexington, Ky. : [University of Kentucky Libraries], 2006. http://lib.uky.edu/ETD/ukyresc2006d00422/Dissertation.pdf.
Abstract (sommario):
Thesis (Ph. D.)--University of Kentucky, 2006.Title from document title page (viewed on May 30, 2006). Document formatted into pages; contains viii, 133 p. : ill. Includes abstract and vita. Includes bibliographical references (p. 121-132).
16
Munsch, Mathieu. "English as a Lingua Franca in Europe : How is Cultural Diversity Expressed in the Common Tongue?" Thesis, Uppsala universitet, Teologiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-232456.
Abstract (sommario):
This thesis argues against the claim of linguistic and cultural homogenization widely believed to be induced by the spread of English worldwide by looking at how native and non-native speakers alike re-appropriate the perceived model of 'Standard English' to fit the frames of their own culture and to express their own identity. The hypothesis that this thesis builds on is that the language each of us speaks reflects one's own individual background, the communities that one belongs to, and the identity that one wants to convey. As English is assimilated by the people of the world, their cultural diversity is re-expressed through the common language. By looking at the ways in which English is used in a multicultural setting and at the speakers' attitudes towards it, this paper makes a claim for an alternative to the current educational paradigm in refocusing English teaching on its potential for intercultural communication rather than on specific knowledge of Anglo-American cultures. In order to identify the cultural factors that are involved in the production of one's speech in English as a lingua franca situations, the Vienna-Oxford International Corpus of English (VOICE) – a collection of naturally occurring spoken interactions in English – will be used. Close attention will be paid to the communicative strategies that the participants use, to the way their identities are expressed in their speech, to instances of code-switching or to neologisms that they may use, and to the ways in which they accommodate each other whenever communication is not clear.
17
Jacumasso, Tadinei Daniel. "Diversidade linguística, cultural e políticas linguísticas: estudo de uma comunidade ucraniana de Irati/PR". Universidade Estadual do Oeste do Parana, 2009. http://tede.unioeste.br:8080/tede/handle/tede/2496.
Abstract (sommario):
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Previous issue date: 2009-10-22This study aims to study linguistic and cultural diversity and politics linguistics of a Ukrainian community, located at Irati/PR city. Therefore, we make a socio-historical survey about that community, and investigate which languages and in what situations they are used by residents of Itapará community. Furthermore, we refer to the attitudes of speakers with regard to Portuguese and Ukrainian languages. We searched, also, factors that took/take to the preservation of the Ukrainian language, especially related to the church. We base our research on the concepts of sociolinguistics, with focus on the phenomenon of language contact, linguistic attitudes and politics linguistics. Near of the bibliography research we collected narrations from ten speakers from the cited community and we analyzed these reports with the proposed topics of cultural and linguistic diversity and politics linguistics. Among other results, we understand that the conservation and practice of Ukrainian language and culture are strongly linked the religious aspects. Even though the practice of Ukrainian language and culture is on a regression time in the community, we noted that these are part of the identity of speakers.
Este trabalho tem por objetivo estudar a diversidade linguística, cultural e as políticas linguísticas de uma comunidade ucraniana, localizada no município de Irati/PR. Para tanto, fazemos um levantamento sócio-histórico dessa comunidade, bem como investigamos quais as línguas e em que situações estas são utilizadas pelos moradores da comunidade de Itapará. Além disso, fazemos referência às atitudes dos falantes em relação às línguas portuguesa e ucraniana. Pesquisamos, também, fatores que levaram/levam à preservação da língua ucraniana, especialmente relacionados à igreja. Baseamos nossa pesquisa nos conceitos da sociolinguística, com enfoque no fenômeno de línguas em contato, atitudes linguísticas e políticas linguísticas. Ao lado da pesquisa bibliográfica coletamos relatos de dez falantes da comunidade citada e analisamos estes relatos com relação aos temas propostos da diversidade linguística e cultural e das políticas linguísticas. Entre outros resultados, percebemos que a conservação e prática da língua e cultura ucranianas estão fortemente ligadas a aspectos religiosos. Mesmo que a prática da língua e cultura ucranianas esteja em fase de regressão na comunidade, pudemos notar que estas fazem parte da própria identidade dos falantes.
18
Karem, Rachel W. "Comprehensive Assessment Practices for Multilingual Children: A Focus on Jamaican Preschoolers". University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1613749097327192.
19
Reese, Martin. "Factors facilitating or constraining the fieldwork practicum experience for culturally and linguistically diverse student teachers in Queensland schools". Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/53097/1/Martin_Reese_Thesis.pdf.
Abstract (sommario):
Increasing numbers of Culturally And Linguistically Diverse (CALD) students, both from the international and domestic sectors are undertaking teacher education programs at Australian universities. While many have positive practicum experiences, there are a significant number who experience difficulties. Little work has been done on viewing this situation from a sociocultural perspective where learning is seen as a form of socialisation into the different beliefs, values and practices of the new community, the placement school. This study argues that all student teachers, particularly pre-service CALD teachers, require active learning communities to become successful. Using perspectives derived from situated learning (Lave & Wenger, 1991) and community of practice theory (Wenger, 1998) this study illustrates the processes of learning and identity development and the factors that facilitate or constrain the practicum experience for CALD pre-service teachers. This study adopts a methodology that is grounded in narrative inquiry, with in-depth interview techniques used to explore CALD teachers’ experiences of their fieldwork practicum and their attempts to participate and practice successfully. The data derived from fourteen in-depth narratives of pre-service CALD teachers is analysed from a sociocultural perspective. The practicum for these students is an experience of legitimate peripheral participation in a community of practice (the practicum school), and the complex nature of the social experience as they engaged in building their professional identity as a teacher is discussed. This analysis is used to propose recommendations and strategies at the faculty and school levels to support positive learning and practicum experiences for this group of student teachers.
20
Smith, Erika Marie. "Speech-Language Pathologists' Feelings and Attitudes Towards the Use of Apps in a School-Based Setting". Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1619097199345473.
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Rodrigues, Enildo da Paixão. "Violência, diversidade sociocultural e subjetividades: as discursividades em narrativas de educadores(as)". Universidade Federal da Paraíba, 2014. http://tede.biblioteca.ufpb.br:8080/handle/tede/7630.
Abstract (sommario):
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This study aims at the analysis of the senses of the violence phenomenon produced in a public school in Joao Pessoa. To do so, we focused on the problems narrated by the institution educators that are generated as linguistic material, specifically produced for this investigation. So, this is the guiding issue adopted: up to which point the school professionals’ narratives exhibit the senses of school violence, their type models, causes and consequences? Therefore, we investigated the linguistic-discursive resources of the testimonies on the theme, chiefly those whose discursiveness points out to behavioral attitudes of violence, due to intolerance with identification features of cultural diversity encountered in this school unit. The research is inserted in the area of Applied Linguistics and adopts a conception of language as social practice (MOITA LOPES, 2006). The investigation profiles notions of the French Discourse Analysis (DA) on discourse, inter-discourse and foucaultian theorization about discursive formation and practice, subjectivity modes and regulation devices, normalization and conduction of individuals in social institutions. The analyzed discursiveness show that the violence produced in the school has its origin in diversified situations, mostly as prejudicial and discriminating effects related to cultural diversity. In this sense, we suggest the need to redimension the discursive and pedagogical practices produced and circulating in the scholar institution.
Este estudo tem como objeto a análise de sentidos do fenômeno da violência produzida em uma escola pública da cidade de João Pessoa. Para isso, problematizamos recursos linguísticos de narrativas de educadores da instituição, gerados em grupos focais e em questionário, como materialidades linguísticas produzidas especificamente para esta investigação. Assim, adotouse como questão norteadora: Em que medida as narrativas dos profissionais de educação da escola expõem sentidos de violência escolar, suas tipificações, causas e consequências? Por isso, foram investigados recursos linguístico-discursivos dos depoimentos que versaram sobre a temática, sobretudo, aqueles cujas discursividades apontaram atitudes comportamentais de violência em função de intolerância com traços identitários da diversidade cultural presente na unidade de ensino. A pesquisa se insere na área da Linguística Aplicada e adota a concepção de linguagem como prática social (MOITA LOPES, 2006). A investigação perfilha noções da Análise do Discurso Francesa (AD) sobre discurso e interdiscurso e teorizações foucaultianas acerca de formação e práticas discursivas, modos de subjetivação e dispositivos de regulação, normalização e condução dos sujeitos nas instituições sociais. As discursividades analisadas indicaram que a violência produzida na escola é oriunda de situações diversificadas, sobremaneira, atitudes preconceituosas e discriminatórias de pertencimentos relativos à diversidade cultural. Neste sentido, sugeriram a necessidade de redimensionamento das práticas discursivas e pedagógicas produzidas e circulantes na instituição escolar.
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Pitty-Murillo, Ileana del Carmen. "Family-teacher communication and literacy practices in a culturally and linguistically diverse family". Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/25.
Abstract (sommario):
Parent-teacher communication is a key element of parent-teacher relationship and of family involvement. Such communication influences children's wellbeing and academic success. There are many gaps in the literature regarding the dynamics of parent-teacher communication and how this influences family and school literacy practices. Using a qualitative design, this case study focused on the communication of a family from a culturally and linguistically diverse background and the children's teachers. The study examined the conceptions of communication and perspectives on parent-teacher communication of a mother and three teachers. The study also examined the diverse ways they communicated literacy practices and expectations to one another and the outcomes derived from their communication. Findings of this study revealed that parent-teacher communication is a complex process influenced by multiple factors related to the microsystems of school and home and the varied ways they interact. The study found a disconnection between parent and teacher communication conceptions and approaches.
23
Kinney, Angela. "An Investigation into the Funds of Knowledge of Culturally and Linguistically Diverse U.S. Elementary Students' Households". University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1393235629.
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Frick, Bethany Joan. "Multicultural Considerations in Augmentative and Alternative Communication (AAC) Devices for Culturally and Linguistically Diverse AAC Users". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1585242427166751.
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Looby, Winnie. "Praxis Through Participatory action Research: Exploring Inclusive Practices With A Neighborhood School Community". ScholarWorks @ UVM, 2017. https://scholarworks.uvm.edu/graddis/735.
Abstract (sommario):
Public school educators strive to address a variety of student needs. Factors such as poverty, trauma, Limited English Proficiency, and the presence or risk of disabilities contribute to students' learning profiles and require educators to rely on the best practices of an interwoven network of specialists so that they can meet these needs. Utilizing a Participatory Action Research (PAR) approach, aimed at fostering school improvement and collaborative research, this study paints an in-depth, holistic cultural portrait of a diverse PreK-5 elementary school in the mountains of northern New England. The lead researcher collaborated with the leadership of the school with the goal of creating a more inclusive learning environment. The school studied is unique in that the arts are used as a vehicle for instruction and inclusion of students from diverse backgrounds, including students with disabilities. The study weaves together feminism, ethnography, arts integration, and disability studies to explore the potential multiple benefits of arts-based instruction and a social skills curriculum for meeting the needs of diverse learners. Through interviews, observations, document review, and reflective journaling, the study collaboratively explores the beliefs and practices of three interrelated micro-cultures within the school: school leaders, classroom teachers, and parents. This study -- conducted over the course of one school year -- provides a snapshot of how one unique school community worked to create an inclusive learning environment through arts integration and a social skills curriculum. Additionally, it documents the benefits and challenges of a PAR approach to supporting and sustaining school-wide change.
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Price, Gaylene. "Scaffolding teacher learning : examining teacher practice and the professional development process of teachers with culturally and linguistically diverse (CLD) learners : a dissertation submitted to the College of Education, University of Canterbury at Christchurch in partial fulfilment of the requirement of the degree of Master of Teaching and Learning EDTL 904, University of Canterbury /". Thesis, University of Canterbury. Educational Studies and Human Development, 2008. http://hdl.handle.net/10092/2682.
Abstract (sommario):
Teachers work in complex and demanding times with an increasing number of students from culturally and linguistically diverse backgrounds (CLD) in classrooms. These students are over represented in statistics of under achievement.
All teachers are teachers of academic language, and while no child is born with school language as a first language, for some students the match between home and school is more closely aligned than for other students. Teachers are expected to be culturally responsive, ensuring the languages and culture of students is visible in the classroom environment and the classroom curriculum.
Despite the increasing knowledge about the specific strategies and approaches that will most effectively support CLD students in classrooms, the teaching of CLD students within mainstream contexts remains far from ideal. Teachers need support to access the principles of effective teaching of CLD learners that are available, and importantly to transfer the knowledge into classroom practice.
Professional development and learning is linked to improved teacher practice and student learning outcomes. When teachers have opportunities to be engaged in successful elements of in-depth professional learning such as in-class modelling, observation and feedback, and co-construction of teaching and planning they are able to demonstrate improved pedagogical content knowledge. Their beliefs may also need to be challenged.
The study was conducted in two schools in a large city in New Zealand where I am employed as an ESOL and literacy adviser. Using an action research method I was able to examine how a professional development and learning process shaped my own knowledge and practice as well as teacher knowledge and practice.
The study fills a research space to gain insights into the effective professional learning processes that impact on teacher strategies and approaches with their CLD learners A central tenet of this research is that teachers can improve their practice of teaching CLD students and they can specifically learn strategies and approaches that are considered effective for them.
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McLeod, Sharynne, Sarah Verdon e Caroline Bowen. "International Aspirations for Speech-Language Pathologists’ Practice with Multilingual Children with Speech Sound Disorders: Development of a Position Paper". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1997.
Abstract (sommario):
A major challenge for the speech-language pathology profession in many cultures is to address the mismatch between the “linguistic homogeneity of the speech-language pathology profession and the linguistic diversity of its clientele” (Caesar & Kohler, 2007, p. 198). This paper outlines the development of the Multilingual Children with Speech Sound Disorders: Position Paper created to guide speech-language pathologists’ (SLPs’) facilitation of multilingual children's speech. An international expert panel was assembled comprising 57 researchers (SLPs, linguists, phoneticians, and speech scientists) with knowledge about multilingual children's speech, or children with speech sound disorders. Combined, they had worked in 33 countries and used 26 languages in professional practice. Fourteen panel members met for a one-day workshop to identify key points for inclusion in the position paper. Subsequently, 42 additional panel members participated online to contribute to drafts of the position paper. A thematic analysis was undertaken of the major areas of discussion using two data sources: (a) face-to-face workshop transcript (133 pages) and (b) online discussion artifacts (104 pages). Finally, a moderator with international expertise in working with children with speech sound disorders facilitated the incorporation of the panel's recommendations. The following themes were identified: definitions, scope, framework, evidence, challenges, practices, and consideration of a multilingual audience. The resulting position paper contains guidelines for providing services to multilingual children with speech sound disorders (http://www.csu.edu.au/research/multilingual-speech/position-paper). The paper is structured using the International Classification of Functioning, Disability and Health: Children and Youth Version (World Health Organization, 2007) and incorporates recommendations for (a) children and families, (b) SLPs’ assessment and intervention, (c) SLPs’ professional practice, and (d) SLPs’ collaboration with other professionals. Learning outcomes: Readers will 1. recognize that multilingual children with speech sound disorders have both similar and different needs to monolingual children when working with speech-language pathologists. 2. Describe the challenges for speech-language pathologists who work with multilingual children. 3. Recall the importance of cultural competence for speech-language pathologists. 4. Identify methods for international collaboration and consultation. 5. Recognize the importance of engaging with families and people within their local communities for supporting multilingual children in context.
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Luiz, Michelly Jacinto Lima. "O discurso de intolerância religiosa no filme O pagador de promessas sob a perspectiva da análise do discurso ecológica". Universidade Federal de Goiás, 2018. http://repositorio.bc.ufg.br/tede/handle/tede/8518.
Abstract (sommario):
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The object of study of this dissertation is the discourse of religious intolerance presented in the movie The Payer of Promises (1962). The film under study has already been the object of investigation of research in the academy, in the areas of Literature and Arts. However, after investigation we find that this film work has never been analyzed from the assumptions of the Ecological Discourse Analysis. The film "The Payer of Promises" portrays the story of the ideological clash between Father Olavo (represented by Dionísio Azevedo) and the protagonist Zé do Burro (represented by Leonardo Villar). In summary, the work tells the story of Zé do Burro, who makes a promise to Santa Barbara to reach the cure of his pet donkey and, when he obtains the desired grace, begins his pilgrimage. In an attempt to pay his promise, he tells the priest that he had made a promise to the saint in a candomblé backyard, where he promised that if his pet donkey were cured he would carry a cross as heavy as that of Christ to the Church Of Santa Bárbara, besides dividing its lands equally with the other farmers of the region. However, the priest does not allow Zé do Burro to enter the church, because of his promise to have been held in a candomblé backyard, which will generate the whole clash in the film work. The strength and timeliness of this plot is what motivated the theme of this dissertation: the discourse of religious intolerance in the movie The Payer of Promises from the perspective of the Ecological Discourse Analysis. Thus, the overall objective of this research is to demonstrate how religious intolerance leads to suffering in its natural, mental and social contexts and how the film is representative of it. As a theoretical contribution, we use the Ecological Discourse Analysis, which is inserted in the context of the ecosystemic linguistics, which is part of the Ecolinguistics practiced in Brazil, the Anthropology of the Imaginary as well as the Fundamentals of Film Analysis. The methodological procedures used here include the film analysis, the criticalmyth and the methodology applied by ADE. In this way, it was possible to observe from the perspective of the Ecological Discourse Analysis that all the suffering that the characters are exposed in the course of the film narrative are motivated by the cultural disjunctions and the non acceptance of the diversity, due to the religious intolerance.
O objeto de estudo desta dissertação é o discurso de intolerância religiosa apresentado no filme O Pagador de Promessas (1962). O filme em estudo já foi objeto de investigação de pesquisa na academia, nas áreas de Literatura e Artes. Contudo, após investigação constatamos que esta obra fílmica nunca foi analisada a partir dos pressupostos da Análise do Discurso Ecológica. O filme “O pagador de promessas” retrata a história do embate ideológico entre padre Olavo (representado por Dionísio Azevedo) e o protagonista Zé do Burro (representado por Leonardo Villar). Em síntese, a obra narra a história de Zé do Burro, que faz uma promessa a Santa Bárbara para alcançar a cura de seu burro de estimação e, ao conseguir a graça almejada, inicia sua peregrinação. Na tentativa de pagar sua promessa, narra ao padre que havia feito uma promessa à Santa, em um terreiro de candomblé, na qual prometia que, caso seu burro de estimação se curasse, ele carregaria uma cruz tão pesada quanto a de Cristo até a Igreja de Santa Bárbara, além de dividir suas terras igualmente com os demais lavradores da região. Entretanto, o padre não permite a entrada de Zé do Burro na igreja, por sua promessa ter sido realizada em um terreiro de candomblé, o que vai gerar todo o embate na obra fílmica. A força e a atualidade desse enredo é o que motivou o tema dessa dissertação: o discurso de intolerância religiosa no filme O Pagador de Promessas sob a perspectiva da Análise do Discurso Ecológica. Desse modo, o objetivo geral da presente pesquisa é o de demonstrar como a intolerância religiosa conduz ao sofrimento em seus âmbitos natural, mental e social e como o filme é representativo em relação a isso. Como aporte teórico, utilizamos a Análise do Discurso Ecológica que está inserida no contexto da linguística ecossistêmica, vertente da Ecolinguística praticada no Brasil, a Antropologia do Imaginário, além dos fundamentos da Análise Fílmica. Os procedimentos metodológicos aqui utilizados incluem a análise fílmica, mitocrítica e a ecometodologia aplicada pela ADE. Dessa maneira, foi possível observar da perspectiva da Análise do Discurso Ecológica que o todo o sofrimento que as personagens são expostas no decorrer da narrativa fílmica são motivados pelas disjunções culturais e pela não aceitação da diversidade, decorrentes da intolerância religiosa.
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Esquerra, Lobato Celia. "Trayectorias de identidad acadèmica en el contexto del Trabajo por proyectos:: un estudio de caso". Doctoral thesis, Universitat Pompeu Fabra, 2020. http://hdl.handle.net/10803/670940.
Abstract (sommario):
The main objective of this research is to study how academic trajectories of identity are co-constructed and negotiated among teenagers in project-based classrooms. During an academic year, we have followed a group of high school students that attend a highly linguistically and culturally diverse school in the metropolitan area of Barcelona that implements project-based learning. By analysing students’ group interactions, we have investigated both the roles and positioning that students assumed themselves and assigned to others and the relationships established among the members of the groups. We used qualitative research methods including interviews to students and teachers, audio recording of group interactions and classroom observation- to triangulate the data we gathered. We present five case studies that represent different trajectories of academic identity depending on changes observed during the academic year.Esta investigación tiene como objetivo principal conocer en profundidad cómo se co-construyen y negocian las trayectorias de identidad académica en el contexto del trabajo por proyectos en las aulas de enseñanza secundaria. Para ello, hemos realizado el seguimiento exhaustivo a lo largo de un curso académico de un aula de educación secundaria con gran diversidad lingüística y cultural del área metropolitana de Barcelona que aplica esta metodología. A partir de un análisis de las interacciones grupales, hemos estudiado los roles y posicionamientos asumidos y asignados entre los miembros de cada grupo de trabajo y las relaciones académicas dentro del mismo. Utilizamos técnicas de investigación cualitativa que nos permitieron la triangulación de la información recogida: entrevistas a alumnado y profesorado, grabaciones de audio de los grupos de trabajo y observaciones de aula. Presentamos cinco estudios de caso en los que observaremos cinco trayectorias de identidad académica representativas dependiendo de los cambios observados a lo largo del curso académico.
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Lhachmi, Rachid. "Enseignement de la langue et de la culture berbères aux écoles nomades dans la vallée du M’Goun, dans le Haut Atlas marocain : une étude de cas en didactique des langues-cultures. Tensions, réalités et aménagement". Electronic Thesis or Diss., Bordeaux, 2023. http://www.theses.fr/2023BORD0455.
Abstract (sommario):
La Déclaration Universelle des Droits Linguistiques énonce impérativement que l’enseignement doit être un vecteur essentiel de préservation et d’épanouissement de la langue véhiculée par la communauté linguistique du territoire dans lequel il est dispensé. Elle postule, de manière incontournable, que l’enseignement se doit d’être, en toute circonstance, au service de la diversité linguistique et culturelle, contribuant ainsi à l’instauration d’interactions harmonieuses entre les différentes communautés linguistiques. Au Maroc, un schéma linguistique se distingue par une structure hiérarchique et culturelle, où la « haute culture officielle, institutionnelle / constitutionnelle », incarnée par une « identité arabo-musulmane » et les « régimes d’autorité linguistique » prédominants, s’imposent impérieusement sur une « langue vernaculaire » et une culture subordonnée, marquée par des époques de colonisation et d’islamisation. Le constat unanime parmi les chercheurs est que la culture amazighe a été systématiquement marginalisée au fil de l’histoire. Ce consensus repose sur la perception que le patrimoine, l’identité, le savoir et la mémoire amazighes sont actuellement en grave danger. Ainsi, l’objectif principal est de préserver cet héritage culturel. Cette préservation passe par une réforme de l’enseignement de la langue amazighe, tant à l’échelle générale qu’au niveau spécifique de la vallée du M’Goun, située dans le Haut Atlas marocain. Pour atteindre cet objectif, il est essentiel de mettre en place les nouveaux dispositifs de standardisation, de normalisation et d’aménagement, ainsi que les mécanismes de transfert des nouvelles théories en didactique et linguistique vers l’amazighe. Cela inclut l’introduction de l’éducation au patrimoine, l’intégration de l’éducation au développement durable et l’éducation au territoire. Ces approches novatrices renforcent la sauvegarde de la culture amazighe en l’ancrant solidement dans les pratiques éducatives contemporaines. Une étape cruciale dans ce processus est la didactisation du savoir traditionnel et local. Cette démarche crée un lien essentiel entre la langue, la culture et l’environnement amazighes. Elle assure que les générations futures comprennent l’importance de cet héritage et développent un sentiment d’appartenance à leur culture. Le contexte actuel se révèle particulièrement propice à la mise en œuvre de ces initiatives. Les écoles nomades et semi-nomades se présentent comme un vecteur pédagogique idéal pour ce projet. Leur flexibilité et leur adaptation aux enjeux de l’éducation et du développement durable les rendent particulièrement appropriées pour préserver la culture amazighe, tout en contribuant à un modèle éducatif durable et inclusif. En somme, la préservation de la culture amazighe, à travers la revitalisation de la langue, la transmission du patrimoine, et la valorisation de l’identité culturelle, devient ainsi une composante essentielle des enjeux éducatifs et environnementaux contemporains. Cela s’effectue en adoptant une méthodologie didactique moderne, fondée sur une approche axée sur l’action et les projets. Notre étude entreprise se caractérise par une dimension exploratoire de l’écologie linguistique de la langue berbère. Cette thèse peut être succinctement résumée comme une entreprise visant à « guérir de l’école par le retour à la terre » (Roué, 2006), une quête de retour à l’identité, à la tradition et à l’autochtonie par le biais de l’éducation. Dans cette optique, notre travail s’ancre dans un cadre ethnolinguistique et sociolinguistique et repose sur des enquêtes interdisciplinaires qui mobilisent l’observation participante, des questionnaires adressés aux superviseurs de l’éducation dans la vallée, et des entretiens avec les praticiens et les membres de la population ciblée (...)The Universal Declaration of Linguistic Rights asserts imperatively that education must be an essential vehicle for the preservation and flourishing of the language spoken by the linguistic community of the territory in which it is imparted. It postulates, unequivocally, that education must always serve linguistic and cultural diversity, thereby contributing to the establishment of harmonious interactions among different linguistic communities. In Morocco, a linguistic framework is marked by a hierarchical and cultural structure, where the “high official, institutional/constitutional culture,” embodied by an “Arab-Muslim identity” and predominant “linguistic authority regimes,” imperiously impose themselves on a “vernacular language” and a subordinate culture, marked by periods of colonization and Islamization. The unanimous observation among researchers is that Amazigh culture has been systematically marginalized throughout history. This consensus is based on the perception that Amazigh heritage, identity, knowledge, and memory are currently in serious jeopardy. Thus, the primary objective is to preserve this cultural heritage. This preservation involves a reform of Amazigh language education, both on a general scale and specifically in the M'Goun Valley, located in the Moroccan High Atlas. To achieve this goal, it is essential to establish new standardization, normalization, and adaptation mechanisms for non-standardized languages, as well as mechanisms to transfer new theories in education and linguistics to Amazigh. This includes introducing heritage education, integrating sustainable development education and territory education in the programs. These innovative approaches strengthen the preservation of Amazigh culture by firmly anchoring it in contemporary educational practices. A crucial step in this process is the didacticization of traditional and local knowledge. This approach creates an essential link between the Amazigh language, culture, and environment, ensuring that future generations understand the importance of this heritage and develop a sense of belonging to their culture. The current context proves particularly conducive to the implementation of these initiatives. Nomadic and semi-nomadic schools emerge as an ideal pedagogical vector for this project. Their flexibility and adaptation to the challenges of education and sustainable development make them particularly suitable for preserving Amazigh culture while contributing to a sustainable and inclusive educational model. In summary, the preservation of Amazigh culture, through the revitalization of the language, the transmission of heritage, and the valorization of cultural identity, becomes an essential component of contemporary educational and environmental challenges. This is achieved by adopting a modern didactic methodology based on an action and project-oriented approach. Our undertaken study is characterized by an exploratory dimension of the linguistic ecology of the Berber language. This thesis can be succinctly summarized as an endeavor aiming to “heal the school through a return to the land” (Roué, 2006), a quest for a return to identity, tradition, and indigeneity through education. In this perspective, our work is anchored in an ethnolinguistic and sociolinguistic framework and relies on interdisciplinary investigations that involve participant observation, questionnaires addressed to education supervisors in the valley, and interviews with practitioners and members of the targeted population (…)
31
Nkulu, Kalengayi Faustine. "A world on the move : challenges and opportunities for hiv/aids and tuberculosis care and prevention among vulnerable migrant populations in Sweden". Doctoral thesis, Umeå universitet, Epidemiologi och global hälsa, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-67636.
Abstract (sommario):
Background: Migration is a global phenomenon that characterize today’s globalized world. Although, the relationship between migration and health in the host countries is not always negative, many countries, including Sweden are concerned about possible spread of infectious diseases of public health significance such as HIV/AIDS and tuberculosis (TB). Moreover, apart from disease profiles, migrants also have different socio-cultural backgrounds, which may challenge health care access and provision. Objectives: To investigate, identify, and delineate potential challenges of relevance in the care and prevention of communicable diseases of public health significance in general and particularly HIV/AIDS and TB among migrants from countries where these infections are endemic, and eventually generate knowledge that could inform policies and practice. Methods: Data for this thesis were collected in four of the five counties of the Northern region in Sweden. Quantitative and qualitative methods were used including a survey of 268 migrant students in two language schools (I & II); an interview study with 10 care providers caring for patients with migrant backgrounds and observations of care encounters (III) and an interview study with 15 care providers experienced in screening migrants (IV). Descriptive and logistic regression analyses were used to summarize survey data whereas a thematic analysis approach was applied to the qualitative data within the interpretive description framework. Results: The students scored on average low on both HIV/AIDS and TB knowledge and displayed misconceptions and negative attitudes towards the two diseases and infected/sick persons. Knowledge level and attitude could be predicted by prior knowledge, years of previous education and geographic origin. In contrast, no association was found between being screened and the level of TB knowledge or attitude towards TB and infected/sick persons. However, fear of being deported appeared to be the main predictor of reluctance to seek HIV/AIDS care after controlling for socio-demographic factors, knowledge level, stigmatizing attitudes and fear of disclosure. Health care providers described complex and intertwined challenges that influenced both care delivery and receipt. The challenges described included language, the socio-cultural diversity within migrant groups and between migrants and the caregivers. These often resulted in divergent perceptions and expectations about care and caring. The participants highlighted the complexities of caring for diverse patients within different institutions with conflicting policies and frameworks. They also described the difficulties the migrants face in navigating the Swedish care system. Conclusions: This thesis illuminates complex challenges in the care of migrants. The findings emphasize the need for multilevel strategies in order to remove identified barriers. This requires accommodating diversity by improving care providers’ cultural competence and migrants’ health literacy. It further requires policies and practices that emphasize health services responsiveness in order to provide equal access and equitable care. Finally, it entails revisiting existing policies and legislative frameworks to promote a change in ways of thinking about and approaching migration, HIV/AIDS and TB issues, to address the specific vulnerabilities of mobile populations in a world on the move.
32
Nettle, Daniel. "The evolution of linguistic diversity". Thesis, University College London (University of London), 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243588.
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Mikkonen, K. (Kristina). "Clinical learning environment and mentoring of culturally and linguistically diverse nursing students". Doctoral thesis, Oulun yliopisto, 2017. http://urn.fi/urn:isbn:9789526215754.
Abstract (sommario):
Abstract The purpose of this study was to describe perceptions and explain background factors relating to the clinical learning environment and mentoring of culturally and linguistically diverse nursing students. The study included two phases: instrument development and a cross-sectional study. The instrument development phase consisted of a conceptualization process, which included two systematic reviews with thematic synthesis; generation of items for two new instruments, Cultural and Linguistic Diversity scale and Cultural and Linguistic Diversity in Mentoring scale, and psychometric testing of these newly developed scales. The cross-sectional phase was completed by collecting data from: (a) students (n = 329) studying in English-language nursing degree programmes from eight Finnish universities of applied sciences during autumn 2015 and spring 2016; and (b) mentors (n = 323) of culturally and linguistically diverse students from five Finnish university hospitals during spring 2016. In addition to the two newly developed instruments, two commonly used instruments Clinical Learning Environment, Supervision and Nurse Teacher scale and Mentors’ Competence Instrument were used for the main data collection. The data was analyzed using descriptive statistics, a nonparametric test and a binary logistic regression analysis. The psychometric properties of the instruments had good validity and reliability. Students’ perceptions on the level of their clinical learning environment and mentoring were lower than their mentors’ perceptions of their own mentoring competence. The level of language was the most common factor relating to the outcomes of culturally and linguistically diverse students’ clinical learning environment and mentoring. Future studies on culturally and linguistically diverse nursing students in the clinical environment should have a marked emphasis on improving proficiency in the native language, which should be implemented in the organizational structure of the clinical placements. This should include providing additional education for clinical mentors to enhance their mentoring competence with culturally and linguistically diverse studentsTiivistelmä Tämän tutkimuksen tarkoituksena oli kuvata ja selittää eri kulttuureista ja kielellisistä taustoista tulevien hoitotyön opiskelijoiden kliinistä oppimisympäristöä ja ohjausta. Tutkimuksessa oli kaksi vaihetta: mittarin kehittäminen ja poikkileikkaustutkimus. Mittarin kehittämiseksi ilmiö käsitteellistettiin, mikä toteutettiin kahtena systemaattisena katsauksena. Katsausaineistot analysoitiin temaattisella synteesillä. Tämän jälkeen muodostettiin mittarit operationalisoimalla käsitteet väittämiksi. Mittareita kehitettiin kaksi: Kulttuurinen ja kielellinen monimuotoisuus- mittari sekä Kulttuurinen ja kielellinen monimuotoisuus opiskelijaohjauksessa -mittari. Mittareiden kehittämisvaiheessa niiden psykometriset ominaisuudet testattiin. Poikkileikkaustutkimus toteutettiin keräämällä kyselyaineisto (a) opiskelijoilta, jotka opiskelivat englannin kielellä opetettavissa sairaanhoidon tutkinto-ohjelmissa kahdeksassa suomalaisessa ammattikorkeakoulussa syksyn 2015 ja kevään 2016 aikana (n = 329); sekä (b) eri kulttuureista tulevien opiskelijoiden ohjaajilta viidestä suomalaisesta yliopistosairaalasta kevään 2016 aikana (n = 323). Aineistot kerättiin ensimmäisessä vaiheessa kehitetyillä mittareilla sekä kahdella yleisessä käytössä olevalla mittarilla, Terveysalan koulutukseen liittyvän harjoittelun ohjauksen laatu -mittarilla sekä Opiskelijanohjausosaaminen -mittarilla. Aineisto analysoitiin käyttämällä kuvailevaa tilastoanalyysiä, ei-parametrisiä testejä ja binääristä logistista regressioanalyysiä. Tutkimuksessa kehitettyjen mittareiden psykometriset ominaisuudet olivat hyvät. Opiskelijoiden ohjaajat arvioivat oman osaamisensa korkeammalle kuin opiskelijat. Opiskelijat arvioivat sekä heidän kliinisen oppimisympäristönsä että ohjauksensa tason ohjaajien arvioita alhaisemmaksi. Kielitaito oli yleisin tekijä, joka vaikutti opiskelijoiden näkemyksiin kliinisestä oppimisympäristöstä ja ohjauksesta. Englannin kielellä opetettavissa tutkinto-ohjelmissa tulisi painottaa opiskelijoiden riittävää paikallisen kielen kielitaitoa. Tämän lisäksi kliinisen harjoittelun ohjaajien tulisi saada koulutusta eri kulttuurillisista taustoista tulevien opiskelijoiden ohjaukseen
34
Clark, Kristen E. "Developing individualized education programs with culturally and linguistically diverse families from low-income homes : a heuristic inquiry of special education teachers". Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/867.
Abstract (sommario):
Research shows evidence of overrepresentation of culturally and linguistically diverse children enrolled in special education services, a positive correlation between parent involvement and academic success, and a plethora of barriers impeding active 6 parent participation in IEP development. Barriers include language, culture, low income, . and school climate and team dynamics. The aim of this study was to explore: (a) In what ways do special education teachers engage with culturally and linguistically diverse families from low-income homes in the IEP development process? (b) In what ways do special education teachers address culturally and linguistically diverse children's educational needs while also addressing both legal and workplace expectations? (c) In what ways do special education teachers develop IEPs with culturally and linguistically diverse families from low-income homes addressing both legal and workplace
expectations? These questions were addressed qualitatively utilizing Moustakas's heuristic inquiry. Deductively exploring themes using Lipsky's street-level bureaucracy framework exposed challenges special education teachers in this study had addressing both legal and workplace expectations, such as meeting IDEA 2004 mandates. With a systems theory approach, themes and subthemes were identified as being interconnected. Power imbalances between stakeholders and socioeconomic differences across families appeared to be the most prolific barriers impeding parent participation. Inductive analysis explored emergent and uncovered themes elucidating what it meant to be a special education teacher.
35
Hughes, Hilary E. "International students using online information resources to learn". Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/29348/1/Hilary_Hughes_Thesis.pdf.
Abstract (sommario):
This qualitative study views international students as information-using learners, through an information literacy lens. Focusing on the experiences of 25 international students at two Australian universities, the study investigates how international students use online information resources to learn, and identifies associated information literacy learning needs.
An expanded critical incident approach provided the methodological framework for the study. Building on critical incident technique, this approach integrated a variety of concepts and research strategies. The investigation centred on real-life critical incidents experienced by the international students whilst using online resources for assignment purposes. Data collection involved semi-structured interviews and an observed online resource-using task. Inductive data analysis and interpretation enabled the creation of a multifaceted word picture of international students using online resources and a set of critical findings about their information literacy learning needs.
The study’s key findings reveal:
• the complexity of the international students’ experience of using online information resources to learn, which involves an interplay of their interactions with online resources, their affective and reflective responses to using them, and the cultural and linguistic dimensions of their information use.
• the array of strengths as well as challenges that the international students experience in their information use and learning.
• an apparent information literacy imbalance between the international students’ more developed information skills and less developed critical and strategic approaches to using information
• the need for enhanced information literacy education that responds to international students’ identified information literacy needs.
Responding to the findings, the study proposes an inclusive informed learning approach to support reflective information use and inclusive information literacy learning in culturally diverse higher education environments.
36
Hughes, Hilary E. "International students using online information resources to learn". Queensland University of Technology, 2009. http://eprints.qut.edu.au/29348/.
Abstract (sommario):
This qualitative study views international students as information-using learners, through an information literacy lens. Focusing on the experiences of 25 international students at two Australian universities, the study investigates how international students use online information resources to learn, and identifies associated information literacy learning needs.
An expanded critical incident approach provided the methodological framework for the study. Building on critical incident technique, this approach integrated a variety of concepts and research strategies. The investigation centred on real-life critical incidents experienced by the international students whilst using online resources for assignment purposes. Data collection involved semi-structured interviews and an observed online resource-using task. Inductive data analysis and interpretation enabled the creation of a multifaceted word picture of international students using online resources and a set of critical findings about their information literacy learning needs.
The study’s key findings reveal:
• the complexity of the international students’ experience of using online information resources to learn, which involves an interplay of their interactions with online resources, their affective and reflective responses to using them, and the cultural and linguistic dimensions of their information use.
• the array of strengths as well as challenges that the international students experience in their information use and learning.
• an apparent information literacy imbalance between the international students’ more developed information skills and less developed critical and strategic approaches to using information
• the need for enhanced information literacy education that responds to international students’ identified information literacy needs.
Responding to the findings, the study proposes an inclusive informed learning approach to support reflective information use and inclusive information literacy learning in culturally diverse higher education environments.
37
McLiver, Lawrence Clyde. "Cross-cultural adjustment and support services for Pacific Islander students at Queensland University of Technology : an exploration". Thesis, Queensland University of Technology, 2000.
Abstract (sommario):
Cross-cultural adjustment of Pacific Island nation students enrolled in undergraduate courses at the Queensland University of Technology was researched through a comprehensive questionnaire. Forty students responded to the questionnaire and twenty students were interviewed in depth. The majority of the respondents were under 25 years and single. Almost three quarters were sponsored. The major findings were, (a) the majority of the students managed to adjust their learning styles and strategies to better suit the culture of Australian universities, (b) the majority were aware of support services, but less utilised them, ( c) the majority chose to go to academics and friends for help with their study. These findings point to the existence of an informal supportive network of friends and academics. The results highlight the challenges facing those involved in university education who are concerned
with developing appropriate support mechanisms which promote both enjoyment and success in tertiary study for Pacific Island students.
38
Jonsson, Anneli, e Dhakshayene Holmgren. "Cultural diversity in organizations : A study on the view and management on cultural diversity". Thesis, Umeå universitet, Företagsekonomi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-74452.
Abstract (sommario):
Cultural diversity is a subject that has been getting growing attention not just internationally but also in Sweden in the 21st century. The globalization of economies and the migration has dramatically increased opportunities while also affecting organizations in a manner that it requires it to be more open and accommodative towards a heterogeneous working environment. Unfortunately many companies do not see the advantages that cultural diversity could bring and how a well managed cultural diversity could essentially achieve competitive edge in the market. Therefore there is little to be found regarding how organizations today view and manage a culturally diverse workforce, especially in a Swedish working environment. The lack of this typeof research in a Swedish context creates a possible research gap and leads to this study ininvestigating the organizations in Västerbotten and their view and management of cultural diversity. Thus the research question: How do Swedish organizations view and manage cultural diversity? In order to gain insights to this question, previous research has been investigated and some main theories have been selected. Through this it has been found that cultural diversity is a complex subject that can bring both positive and negative effects to an organization. These are in turn affecting how cultural diversity is viewed by that organization. Furthermore, this view affects how cultural diversity is managed, and the management in turn affects the result this concept brings to the company. This in turn has been represented in a theoretical model representing the relationship between these concepts. The main theory that is used throughout thenstudy and in analyzing the empirical data is Adler’s approaches to answer the research question. This study takes view of interpretivism and constructionism as its philosophical stance. This has led to the choice of conducting a qualitative research approach with mixed method that is a combination of both the deductive and inductive way of collecting data. The research is conducted through multiple case study design with semi structured interviews as the way of gaining empirical data. These interviews have been conducted on seven organizations within Västerbotten that represents different types of industries within this region. As it is shown in this study the cultural diversity is viewed in a positive way and managed to achieve synergy within the organizations in Västerbotten. The firms believe that in order to develop and gain competitive advantage, they need to accommodate cultural diversity and create an atmosphere that is open and flexible. Still most of the firms lack the holistic view as they fail to articulate diversity at the strategic level and consequently in all dimensions of the organization.In addition the study has also identified different influential factors of cultural diversity, such as the geographical location, organizational culture, cultural diversity leading to cultural diversity, customers’ diversity and managers’ perspectives affects the existence of cultural diversity within an organization. These findings have been presented in the developed analytical model in the conclusion.
39
Pereira, Carla Sofia Rodrigues. "Contributos da diversidade linguística e cultural na promoção da leitura no 1º CEB". Master's thesis, Universidade de Aveiro, 2015. http://hdl.handle.net/10773/17007.
Abstract (sommario):
Mestrado em Educação Pré-Escolar e Ensino do 1º e 2º Ciclo do Ensino BásicoO presente Relatório de Estágio foi desenvolvido no âmbito das unidades curriculares Prática Pedagógica Supervisionada B2 e Seminário de Investigação Educacional B2, do Mestrado em Ensino do 1.º e 2.º Ciclos do Ensino Básico, tendo como questão de investigação: De que forma é que a Diversidade Linguística e Cultural (DLC), presente em sala de aula, pode ser potenciada para a promoção da leitura?. Para além disso, foram delineados os seguintes objetivos de investigação: i) caracterizar a DLC na sala de aula e ii) desenvolver propostas de rentabilização da DLC para a promoção da leitura. Posto isto, foram também delineados alguns objetivos pedagógico-didáticos, nomeadamente: i) promover conhecimentos, capacidades e atitudes de respeito pela DLC, com recurso à literatura infantil e ii) promover a leitura. De forma a dar resposta aos objetivos e à questão de investigação, foi desenvolvido um projeto de intervenção didática, com a duração de cinco sessões, implementado entre abril e maio de 2015, numa turma do 1.º ano de escolaridade, de um agrupamento de escolas da periferia de Aveiro, onde decorreu a Prática Pedagógica Supervisionada B2. O projeto desenvolvido tem características de investigação-ação sendo que as técnicas e instrumentos de recolha de dados utilizados foram, a observação, as notas de campo e os inquéritos por questionário. Os resultados obtidos permitem-nos concluir que a DLC pode ser potenciada para a promoção da leitura, recorrendo a atividades como: i) a leitura e audição de histórias; ii) o reconto, recorrendo (ou não) às ilustrações; iii) a leitura expressiva de excertos, explorando diferentes entoações vocais; iv) a observação, identificação e exploração de palavras escritas em diferentes línguas; v) a visualização e discussão de PowerPoints, explorando, a título de exemplo, os costumes, a forma de vestir, a forma de comer, a gastronomia e/ou a música característicos de uma cultura e vi) as dramatizações. Para além disso, os dados analisados revelam que a exploração da DLC, com recurso à leitura, pode ser integrada noutras atividades, nomeadamente, e a título de exemplo, nas áreas do Português, do Estudo do Meio e da Educação para a Cidadania. Ainda foi possível verificar que o recurso a atividades de exploração da DLC, bem como de promoção da leitura, podem desencadear o desenvolvimento de competências transversais, como a capacidade de observar, analisar e refletir.
This Internship Report was written in context of the curricular units Supervised Teaching Practices B2 and Educational Investigation Seminar B2, of the Master’s Degree in Teaching 1st and 2nd cycles of Primary Education (grades 1 to 6) with the intention of answering the following question: How can Linguistic and Cultural Diversity (LCD) in the classroom be used to promote reading? In addition, the following investigative aims were stipulated: i) to characterize LCD in the classroom and ii) to develop suggestions on how to use LCD to promote reading. Therefore, some pedagogical and didactic aims were also stipulated, namely i) to promote knowledge, skills and respect for LCD, through the use of children’s books and ii) to promote reading. So as to achieve the aims and answer the question of this investigation, a didactic intervention project with the duration of five sessions was conducted with a 1st grade class in a school on the outskirts of Aveiro, where Supervised Teaching Practices B2 took place. This project was action-research based and the techniques and instruments for data collection were observation, field notes and questionnaire surveys. The results obtained allow us to conclude that LCD can be used to promote reading through activities such as: i) reading and listening to stories; ii) retelling stories with or without illustrations; iii) expressive reading of passages, exploring different vocal intonations; iv) observing, identifying and exploring words in different languages; v) watching and discussing PowerPoint presentations which explore, for example, customs, clothes, eating habits, gastronomy and/or music typical of a specific culture and vi) dramatizing. Furthermore, the data reveals that the use of LCD through reading can be integrated in other activities in subjects such as Portuguese, Science and Civics. We can also verify that the use of activities which explore LCD and promote reading can contribute to the development of transversal skills such as the ability to observe, analyze and reflect.
40
ANJORIN, RASHIDAT, e AVNI JANSARI. "MANAGING CULTURAL DIVERSITY AT WORKPLACE". Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Företagsekonomi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40190.
Abstract (sommario):
Abstract: Background: Cultural diversity within a workplace is increasingly becoming important as more organisations are embracing it within the global workforce. Some of its effect have been linked to performance outcomes according to past reviews and as a result, there are more suggestions on the need to study how various organisations manage their cultural diversity. Universities as an organisation has also blended in the internationalisation practice through human resources and diverse employees to form a part of the economic globalisation. Purpose: The purpose if this paper is to examine how cultural diversity is managed in a Swedish university, Jönköping International Business School (JIBS). Also, further investigation is on the employee’s perception of how the practices and policies of cultural diversity is being delivered by the management at the university. Method: An exploratory research is conducted for this paper and the empirical findings is gathered through a qualitative research. The primary research is retrieved by semi-constructed interviews. The human resource department and teachers from different backgrounds and countries were interviewed to find out how the teachers perception of cultural diversity management at their workplace based on how the practices and policies were delivered to them. Findings: Based on the interviews it was found that the cultural diversity management as a topic is well understood by both the management and the employees. However, the study revealed that the employees do not perceive it in the same manner it was being delivered to them by the management. The issues and practices connected to managing cultural diversity is not entirely provided by the management within the work environment. It essential that the management provide for more effectively communicated structure.
41
Ivanova, I. "Cultural diversity in public speaking". Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18496.
42
Freville, C. Benjamin. "Pastoral care and cultural diversity". Theological Research Exchange Network (TREN), 1992. http://www.tren.com.
43
Maged, Shireen. "Teacher education for cultural diversity". Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/1499.
Abstract (sommario):
The rapidly growing cultural diversity of school children is an international trend that has been accompanied by concerns that teacher education programmes are not adequately preparing pre-service teachers for culturally diverse classrooms. This qualitative instrumental case study was conducted to gain deep insights into how one teacher education programme at a New Zealand university prepared pre-service teachers for cultural diversity. The study was conceptualised, conducted and analysed through a critical constructivist lens and underpinned by Vygotskian sociocultural theory. The primary research question asked: In what ways are New Zealand pre-service teachers prepared to meet the learning needs of students in culturally diverse classrooms? The question was explored on four levels: Curriculum, pedagogy, perceptions of effectiveness and diversity capacity. Data were collected using semi-structured interviews, observation, document analysis and field notes and were thematically analysed and interpreted through deductive and inductive coding.Results were reported thematically and reflected multiple layers of meaning and interpretations emphasising the complexity of the issue. Key curriculum findings revealed variability in the depth of pre-service teacher preparation for cultural diversity and a predominantly conceptual development of sociocultural competence. The pedagogical findings reported on three types of pedagogical activity, namely dialogic activity, monologic activity and reflective activity and four types of social relationships, namely expert-novice, professional partnership, critical minority and silent minority. Additionally, findings on participant perceptions of effectiveness and on the impact of the teacher’s cultural background on teaching and learning are detailed. The study makes three propositions on how to prepare pre-service teachers for cultural diversity. Limitations of the study and directions for future research are outlined.
44
Reis, Ana Adelaide Lopes Cascais. "Língua gestual portuguesa e diversidade linguística no 1º Ciclo do Ensino Básico". Master's thesis, Universidade de Aveiro, 2016. http://hdl.handle.net/10773/17255.
Abstract (sommario):
Mestrado em Educação Pré-Escolar e Ensino no 1º Ciclo do Ensino BásicoO presente Relatório de Estágio apresenta o desenvolvimento de um projeto de intervenção desenvolvido numa escola do 1º Ciclo do Ensino Básico (CEB) do distrito de Aveiro. Este estudo, elaborado a partir de um projeto de intervenção com uma turma do 1.º numa escola do 1º CEB de um agrupamento de escolas do distrito, teve como principal objetivo sensibilizar para a língua gestual portuguesa através da literatura para a infância. Desta forma pretendeu-se dar resposta à seguinte questão para reflexão educativa: de que forma a sensibilização à língua gestual portuguesa, através da literatura para a infância, pode educar para a diversidade linguística? Neste sentido, concebeu-se e desenvolveu-se um projeto de intervenção didática intitulado “A língua gestual vai à escola”, comportando três sessões individuais e uma sessão conjunta com as colegas de estágio. Cada uma das sessões pretendeu sensibilizar para a língua gestual portuguesa com o intuito de os alunos conhecerem alguns gestos comunicativos e ficarem sensibilizados para a diferença do outro. O projeto desenvolvido assenta numa metodologia de caráter qualitativo, com características de investigação-ação, pelo que os métodos e instrumentos de recolha de dados a que recorremos foram a observação direta e participante, a fotografia, a vídeo gravação, o inquérito por questionário e as fichas de registos das sessões pelos alunos. A análise de conteúdo foi o método escolhido para analisar os dados recolhidos. Os resultados obtidos permitem-nos concluir que os alunos encararam e realizaram as atividades de forma positiva, demonstrando bastante interesse e curiosidade. A abordagem à língua gestual levou as crianças a desenvolverem atitudes positivas face ao outro e à diferença, ajudando a formar cidadãos mais conscientes da diversidade que os rodeia. Este projeto permitiu-nos ainda concluir que educar para a diversidade linguística desde os primeiros anos de escolaridade é crucial na medida em que permite dar a conhecer o mundo, as línguas, as culturas e, sobretudo, desenvolver atitudes de respeito e valorização pelas línguas e pela diferença.
This Internship report introduce the development of an intervention project developed in a school of the 1st cycle of basic education (CEB) in the Aveiro district. The study was elaborate from an intervention project with collaboration with a class from 1st in a school of 1.º CEB from a group of schools in Aveiro district, the main objective is raise awareness of Portuguese sign language through literature for children. It was possible to find the answer to this research question: How we could raise awareness of Portuguese sign language thought literature to childhood, can educate to cultural diversity? In this sense, it was conceived and developed a didactic intervention project with this title: “sign language go to school” containing three individual sessions and one with internship colleagues. Each session intended to raise awareness of Portuguese sign language, with the objective to let the students know some communicative gestures and also be aware of how different it is to others. The developed project is based in qualitative character methodology, with characteristics of an action- research, so the methods and the data gathering tools that we used were the direct and participant observation, photography, video recording, questionnaire survey and records of the sessions by the students. The content analysis was the chosen method for analyzing the collect data. The results allow us to conclude that the students realize and did activities positively, demonstrating a great interest and curiosity. The approach to sign language took to the children to develop positive attitudes towards each other and the difference, by making citizens more aware of the diversity that surrounds them. This project allows us to conclude that educate for the language diversity since the first years of school is very important because it allow to know more the world, the languages, the cultures, and most important of all, develop of respect attitudes and appreciation for languages and diversity.
45
Barton, Bill 1948. "Ethnomathematics: Exploring Cultural Diversity in Mathematics". Thesis, University of Auckland, 1996. http://hdl.handle.net/2292/2332.
Abstract (sommario):
This thesis provides a new conceptualisation of ethnomathematics which avoids some of the difficulties which emerge in the literature. In particular, work has been started on a philosophic basis for the field. There is no consistent view of ethnomathematics in the literature. The relationship with mathematics itself has been ignored, and the philosophical and theoretical background is missing. The literature also reveals the ethnocentricity implied by ethnomathematics as a field of study based in a culture which has mathematics as a knowledge category. Two strategies to over come this problem are identified: universalising the referent of ‘mathematics’ so that it is the same as “knowledge-making”; or using methodological techniques to minimise it. The position of ethnomathematics in relationship to anthropology, sociology, history, and politics is characterised on a matrix. A place for ethnomathematics is found close the anthropology of mathematics, but the aim of anthropology is to better understand culture in general, while ethnomathematics aims to better understand mathematics. Anthropology, however, contributes its well-established methodologies for overcoming ethnocentricity. The search for a philosophical base finds a Wittgensteinian orientation which enables culturally based ‘systems of meaning’ to gain credibility in mathematics. A definition is proposed for ethnomathematics as the study of mathematical practices within context. Four types of ethnomathematical activity are identified: descriptive, archaeological, mathematising, and analytical activity. The definition also gives rise to a categorisation of ethnomathematical work along three dimensions: the closeness to conventional mathematics; the historical time; and the type of host culture. The mechanisms of interaction between mathematical practices are identified, and the imperialistic growth of mathematics is explained. Particular features of ethnomathematical theory are brought out in a four examples. By admitting the legitimacy of other viewpoints, ethnomathematics opens mathematics to new creative forces. Within education, ethnomathematics provides new choices, and turns cultural conflict into a useful tool for teaching. Mathematical activity exists in a variety of contexts. Learning mathematics involves being aware of, and integrating, diverse concepts. Ethnomathematics expands mathematical horizons, so that cultural diversity becomes a richer contributor to the cultural structures which humans use to understand their world.
46
Boulanger, Charlotte, e Laura Pazzaglia. "Leading Cultural Diversity: Strategies & Skills". Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-26278.
Abstract (sommario):
Today’s business world is facing a continual increase of globalization that opened the borders of nations. Organizations see in multicultural teams and cultural diversity a way to respond to this phenomenon. Cultural diversity in multicultural teams is a new challenge for leaders. Indeed, they need to develop new strategies and skills to include individuals coming from different cultures in order to ensure the proper functioning of the team and achieve effectiveness. The purpose of our thesis – labeled “Leading Cultural Diversity: Strategies and Skills” – is to find out, through interviews and conversations with actual leaders, which strategies and skills are necessary in global organizations. The findings might be applied in other fields where cultural diversity plays an important role.
47
Taylor, Sam Lorraine. "The liberal state and cultural diversity". Thesis, University of Newcastle Upon Tyne, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285366.
48
Kokt, Desere, e Werner Vermeulen. "The team leader and cultural diversity". Journal for New Generation Sciences, Vol 2, Issue 1: Central University of Technology, Free State, Bloemfontein, 2004. http://hdl.handle.net/11462/452.
Abstract (sommario):
Published ArticleIn a diverse working environment such as the South African situation, it is imperative that issues surrounding cultural diversity, and its impact on employees should be examined. This article reflects on a study conducted in the South African security industry, as one of the few industries that utilise diverse work teams as part of their operational success. The rational for using work teams will be explained, with an emphasis on the team leaders. The model of Eales-White (1996: 26) was applied to the development of the team member questionnaire, and the subsequent results will be reported.
49
Amadi, M. "Cultural diversity between Ukraine and Nigeria". Thesis, Sumy State University, 2019. https://essuir.sumdu.edu.ua/handle/123456789/77271.
50
Moss, Catherine. "Understanding Students' Perceptions of Cultural Diversity". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5106.
Abstract (sommario):
Diversity is a positive aspect of a student's educational experience. Current literature supports the value of diversity, confirming that skills are developed within a diverse learning environment that prepares students to thrive in a competitive global economy. The leadership at University X (UX) had implemented various initiatives to improve diversity, yet the problem addressed in this study was that students perceived differently, citing that diversity growth lacked progress. The goal of this single case study was to bring forth change with a specific intervention created to elevate diversity and a positive campus climate. Maslow's hierarchy of needs was used to explore the perceptions of 8 students regarding diversity progress at UX. Research questions focused on why students perceived little progress had been made toward diversity and how the culture could support diverse students. Face-to-face interviews yielded data analyzed through a descriptive approach, generating findings baring 2 central themes: communication and the existing cultural environment. The resulting project consists of a position paper proposing 2 bold strategies for infusing diversity and inclusion on the campus. Strategy 1 outlines a communication plan designed to facilitate review of UX's guiding documents, along with a regular, ongoing method for communicating to the campus. Strategy 2 proposes the implementation of a university wide cultural sensitivity training for campus membership to heighten cultural awareness. This project contributes to social change by raising knowledge and recognition of cultural diversity that will help perpetuate student persistence, intercultural competency, quality social interactions, a positive racial climate, and well-developed cognitive and leadership skills within the student body.