Gotowe bibliografie tematyczne / Intercultural storytelling

Gotowa bibliografia na temat „Intercultural storytelling”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Intercultural storytelling"

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Hřebačková, Monika, i Martin Štefl. "Challenging intercultural discomforts: Intercultural communicative competence through digital storytelling". Training, Language and Culture 6, nr 3 (22.09.2022): 78–88. http://dx.doi.org/10.22363/2521-442x-2022-6-3-78-88.

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Discomfort perceived by speakers in intercultural situations becomes one of the main psychological factors which makes speakers give up attempts at communication and may result in frustration or inefficient communication. The article discusses the pedagogical potential of digital storytelling, understood as multimodal pedagogy that encourages creative expression and self-representation, as a tool for challenging and mitigating perceived communicational and intercultural discomfort within the context of intercultural competence development and training. The authors argue that collaborative digital storytelling in multicultural teams raises intercultural awareness by creating a safe, structured, and facilitated (virtual) space for students to develop their ability to interact with people from another country and culture in a foreign language and represents a viable tool of challenging and overcoming intercultural discomfort by providing an opportunity for repeated intercultural interaction through negotiation of meaning and intersubjective construction of knowledge as well as by providing motivating real-life context for students’ work. In supporting dialogic and constructivist approaches to educational practice, digital storytelling is fully equipped to provide a viable alternative to direct instruction and transmissive models of teaching. In addition to this, by providing a digital element, digital storytelling allows students to reflect on the culturally as well as technologically mediated nature of communication.
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P. M. Ribeiro, Sandra. "Developing intercultural awareness using digital storytelling". Language and Intercultural Communication 16, nr 1 (2.01.2016): 69–82. http://dx.doi.org/10.1080/14708477.2015.1113752.

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Sevilla-Pavón, Ana, i Anna Nicolaou. "Online Intercultural Exchanges Through Digital Storytelling". International Journal of Computer-Assisted Language Learning and Teaching 7, nr 4 (październik 2017): 44–58. http://dx.doi.org/10.4018/ijcallt.2017100104.

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This article focuses on the affordances of a digital storytelling project in developing students' language, digital and other skills: learning and innovation, creativity, critical thinking, problem solving, team working, and life and career skills. The project was undertaken by university English for Specific Purposes students and was conducted within an Online Intercultural Exchange between the Cyprus University of Technology and the University of Valencia. Its design was based on a Project-Based Learning (PBL) methodology. It incorporated active learning and multimodal resources and capabilities. The need for transforming language teaching pedagogies was borne in mind, as it is necessary for responding to an era of changes which requires students to be active producers of content, innovative, motivated and engaged in their own learning. The qualitative and quantitative findings were drawn from data gathered by means of an evaluation questionnaire administered to students upon completion of the project.
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Daniel, Julie. "The MELLIE Project: Intercultural Collaborative Storytelling". Studies in Arts and Humanities 4, nr 2 (30.01.2019): 123–33. http://dx.doi.org/10.18193/sah.v4i2.143.

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Kim, Jeong-Hee, i Jong-Youl Hong. "An Educational Method for Intercultural Competence Based on Storytelling". Advanced Science Letters 23, nr 10 (1.10.2017): 9729–32. http://dx.doi.org/10.1166/asl.2017.9785.

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Becker, Marshall Joseph. "Storytelling: Interdisciplinary and Intercultural PerspectivesTelling Stories the Kiowa Way". Journal of American Folklore 118, nr 468 (1.04.2005): 246–48. http://dx.doi.org/10.2307/4137712.

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Spaliviero, Camilla. "Pre-Service Primary Teachers’ Beliefs, Practices, and Needs Regarding the Teaching of a Second Language Through Book Creator". International Journal of Linguistics 14, nr 5 (16.10.2022): 34. http://dx.doi.org/10.5296/ijl.v14i5.20140.

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Several studies have investigated the use of Digital Storytelling to foster Second Language Acquisition at primary school level from pre-service teachers’ perspectives. However, research regarding the employ of Book Creator, a digital book-making tool, to enhance students’ language, digital, and intercultural competences according to student teachers’ perceptions is still lacking. This article presents a case study carried out with 35 student teachers who participated in a workshop on teaching Italian as a Second Language through Digital Storytelling during a single cycle degree programme in Primary Teacher Education, at an Italian university. The study aimed at exploring pre-service teachers’ beliefs, practices, and needs regarding the use of Book Creator to train pupils’ language, digital, and intercultural skills within the multilingual and multicultural Italian primary school. Student teachers were asked to experiment Book Creator and to reflect about its didactic potentialities, from both students’ and teachers’ perspectives. Data were collected through a questionnaire, student teachers’ multimodal artifacts and teaching materials. Results show the efficacy of Book Creator as a learning tool aimed at enhancing pupils’ language competences, digital literacies, and intercultural awareness, as well as pre-service teachers’ interest in discovering further digital resources to foster Second Language Acquisition through Digital Storytelling.
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Di Crosta, Marida, i Anita Leandro. "Story, History and Intercultural Memory". Non-fiction Transmedia 5, nr 10 (31.12.2016): 4. http://dx.doi.org/10.18146/2213-0969.2016.jethc109.

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How can transmedia storytelling benefit to a documentary production in order to give historical archives a second life? Could it possibly help updating official archives, adding to the them amateur’s contributions? We will try to answer the question by recalling some recent European experiences of Web-documentaries linked to television series. This will allows us to extrapolate a few theoretical fundamentals underlying the design of our transcontinental transmedia collaborative project of archive-based documentary – Histories of Brazil. Our aim is to show how a transmedia approach to archive-based content, intervening in contemporary digital interconnected environments, can work as a dynamic complementary tool for developing and sharing historical knowledge.
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Manley-Casimir, Kirsten. "Creating Space for Indigenous Storytelling in Courts". Canadian journal of law and society 27, nr 2 (sierpień 2012): 231–47. http://dx.doi.org/10.3138/cjls.27.2.239.

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AbstractThis article advocates for the inclusion of intercultural dispute-resolution principles in Canadian courts to resolve conflicts between Indigenous communities and the Canadian state. These principles include judges' opening themselves up to discomfort, emotion, and unsettling in listening to Indigenous testimonies; facilitating ongoing processes for negotiation; and engaging the moral imagination to make court procedures more culturally appropriate for Indigenous testimonies. The author argues that by implementing these principles, courts can contribute to the creation of more respectful relationships between Indigenous and non-Indigenous people.
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Vinnikova, O. A. "The Use of Storytelling in Teaching a Foreign Language in Universities". Humanities and Social Sciences. Bulletin of the Financial University 12, nr 3 (6.07.2022): 48–50. http://dx.doi.org/10.26794/2226-7867-2022-12-c-48-50.

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This article dwells on storytelling as a technique of teaching foreign languages, as well as its features, advantages, and provides information about the origin and development of this technique in the context of education development in general. The modern demand of society for constantly improving educational methods involves taking into account various factors and students’ needs. Storytelling is a universal technique suitable for any level and age of students, it develops critical thinking, improves teamwork skills, motivates students, helps improve intercultural communication skills, and also allows the teacher to explain complex material in an interesting and accessible way. Storytelling also creates conditions for students for the complex development of four types of activities: listening, speaking, reading, writing.
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Rozprawy doktorskie na temat "Intercultural storytelling"

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Price, Robert James. "Reconciliation through storytelling deconstructing and reconstructing houses for intercultural intimacy /". Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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Castillo, Muñoz Yénika. "Storytelling for intercultural dialogue: Experience design with unaccompanied minors from Afghanistan". Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22667.

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This project explores storytelling tools for the collaborative work with persons in vulnerable situation, in this case, a group of unaccompanied minors from Afghanistan, living in Umeå, Sweden. The concept presented is the prototype of an eating experierence, BAHAM bolani: An idea for a social company where the participants are active into creating their own possibilities to stay in Sweden. With their own stories, they fill in the gap of how unaccompanied minors and asylum seekers are depicted in the dominant narrative. It is them providing meaning to the design concept. The theoretical approach is from a decolonising and feminist point of view, with collaborative design methods. In the discussion, I debate the need of more listening tools for the design community based on these theories, because they allow the designer to challenge their own cultural assumptions, and meet the participants in a more humble and equal way, especially when working with persons in vulnerable situations.
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Logioio, Alejandra Judith. "RAISING INTERCULTURAL AWARENESS AT PRIMARY LEVEL THROUGH STORYTELLING WITHIN A CLIL APPROACH". Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2010. http://hdl.handle.net/10362/5699.

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Trabalho de Projecto apresentado para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Ensino de Inglês
In an attempt to respond to recent communicative needs in foreign language education, this project work investigates how storytelling through a CLIL approach can contribute to raising intercultural awareness at primary level. This project work explores the use of storytelling, which includes traditional stories and tales from a diversity of cultures, as a springboard for activities that promote intercultural awareness through the teaching of content derived from the stories in English as a second language. The concept of interculturality is explored in the context of primary education. Research data shows that storytelling is an effective tool to raise young learners’ interest and curiosity for other countries and cultures as well as to facilitate reflection about their own values, practices and beliefs. A further research question looks at the impact that this combination of storytelling through a CLIL approach has on raising intercultural awareness in young learners. Data collected for this project shows that students became interested in discovering about other countries and respective cultures. Students extended their learning of cultures to the mainstream lessons and at home with parents. The process covers the stages of discovery, critical thinking, self-reflection, acceptance and appreciation of a diversity of cultures through the context of English language learning. Storytelling allowed students to encounter the foreign cultures with a spirit of research by arousing their curiosity to explore the unknown. By becoming aware of other cultures depicted in the stories students also developed understanding of their own culture and how it is seen from outside. Therefore, it could be said that storytelling creates a strong basis which underpins intercultural success.
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Donelan, Katriona Jane, i n/a. "The Gods Project: Drama as Intercultural Education. An Ethnographic Study of an Intercultural Performance Project in a Secondary School". Griffith University. School of Vocational, Technology and Arts Education, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060609.111246.

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This thesis investigates the role of drama in the intercultural education of young people. It considers the relationship between the fields of drama education, intercultural performance and ethnography. The drama curriculum is explored as a site of intercultural learning and performance pedagogy. The thesis also examines the place of ethnography as an embodied, participatory practice in intercultural drama pedagogy and performance research. The study is placed in a context of international exchange and cultural pluralism, and is framed by debates about intercultural performance and the appropriation and representation of cultural narratives. This investigation of interculturalism within the drama curriculum is grounded in an ethnographic study conducted in Melbourne, Australia in a multicultural secondary school community. The study documents the experiences of approximately forty young people who participated in an African drama and performing arts project called ‘The Gods Project’. ‘Jean’, a Kenyan performing artist who was undertaking a two-year residency in the school, led the intercultural performance project. Participants were involved in drama and performing arts workshops, an ‘African’ creative arts camp and a performance of a play, The Gods are not to Blame, by Nigerian playwright Ola Rotimi. The interpretative account of the project draws on ethnographic data from the first year of Jean’s residency in the school and six months of intensive fieldwork in the second year of her residency. It also includes longitudinal data that was collected from a group of participants up to four years after the project. I collaborated with Jean and with a group of senior students, who volunteered to be ‘student co-researchers’, to record and analyse the diverse experiences of participants in The Gods Project and to interpret its educational, social, and aesthetic impact within the school context. Jean’s pedagogy of intercultural story telling within the drama classroom and her role as a ‘cultural guide’ throughout the project was explored. As a participatory ethnographic researcher, drama educator and ‘assistant director’, I worked alongside Jean and the students as they played with, talked about, resisted, created, adapted, subverted, embodied and performed intercultural performance texts. Drawing on Turner (1982) and Schechner (1988), I conceptualised The Gods Project as an intersecting social and aesthetic drama. The phases of ‘social drama’ and ritual were used as a framework for the data analysis and as a structure for the narrative account of the project. Turner’s concepts of the ‘liminal/liminoid’ and ‘communitas’ were applied to the participants’ experiences at the creative arts camp and within the workshop and performance space. ‘Dark play’ was identified as the young people’s response to the difficult social drama they were involved in; their subversive play provided a way to engage with the ‘strangeness’ of the cultural material and the play’s ‘dark’ story and themes. The participants’ dramatic play informed the emerging aesthetic drama and facilitated their intercultural meaning making. The students’ efforts to make sense of and interpret a performance text embedded in a Yoruba context resemble the task of an ethnographer attempting to understand and represent socio-cultural experiences. The study demonstrates that through a process of collaborative ‘intercultural reflexivity’, ethnography can enhance intercultural drama education. The pedagogical features of The Gods Project are related to Turner’s concept of performance ethnography and the role of a ‘cultural guide’ in intercultural teaching and learning is highlighted. With the guidance of their Kenyan teaching artist many of the young people engaged with different socio-cultural perspectives, actively explored new cultural performance conventions and art forms, and experienced the complexities of intercultural representation. The study reveals evidence of significant social, personal, intercultural and artistic learning outcomes for participants within this school-based performance project. However, the study also reveals the difficulties and challenges of implementing an innovative intercultural project within a school context. It demonstrates that kinaesthetic, playful, embodied and performative experiences are central to intercultural teaching and learning.
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Donelan, Katriona Jane. "The Gods Project: Drama as Intercultural Education. An Ethnographic Study of an Intercultural Performance Project in a Secondary School". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/368076.

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This thesis investigates the role of drama in the intercultural education of young people. It considers the relationship between the fields of drama education, intercultural performance and ethnography. The drama curriculum is explored as a site of intercultural learning and performance pedagogy. The thesis also examines the place of ethnography as an embodied, participatory practice in intercultural drama pedagogy and performance research. The study is placed in a context of international exchange and cultural pluralism, and is framed by debates about intercultural performance and the appropriation and representation of cultural narratives. This investigation of interculturalism within the drama curriculum is grounded in an ethnographic study conducted in Melbourne, Australia in a multicultural secondary school community. The study documents the experiences of approximately forty young people who participated in an African drama and performing arts project called ‘The Gods Project’. ‘Jean’, a Kenyan performing artist who was undertaking a two-year residency in the school, led the intercultural performance project. Participants were involved in drama and performing arts workshops, an ‘African’ creative arts camp and a performance of a play, The Gods are not to Blame, by Nigerian playwright Ola Rotimi. The interpretative account of the project draws on ethnographic data from the first year of Jean’s residency in the school and six months of intensive fieldwork in the second year of her residency. It also includes longitudinal data that was collected from a group of participants up to four years after the project. I collaborated with Jean and with a group of senior students, who volunteered to be ‘student co-researchers’, to record and analyse the diverse experiences of participants in The Gods Project and to interpret its educational, social, and aesthetic impact within the school context. Jean’s pedagogy of intercultural story telling within the drama classroom and her role as a ‘cultural guide’ throughout the project was explored. As a participatory ethnographic researcher, drama educator and ‘assistant director’, I worked alongside Jean and the students as they played with, talked about, resisted, created, adapted, subverted, embodied and performed intercultural performance texts. Drawing on Turner (1982) and Schechner (1988), I conceptualised The Gods Project as an intersecting social and aesthetic drama. The phases of ‘social drama’ and ritual were used as a framework for the data analysis and as a structure for the narrative account of the project. Turner’s concepts of the ‘liminal/liminoid’ and ‘communitas’ were applied to the participants’ experiences at the creative arts camp and within the workshop and performance space. ‘Dark play’ was identified as the young people’s response to the difficult social drama they were involved in; their subversive play provided a way to engage with the ‘strangeness’ of the cultural material and the play’s ‘dark’ story and themes. The participants’ dramatic play informed the emerging aesthetic drama and facilitated their intercultural meaning making. The students’ efforts to make sense of and interpret a performance text embedded in a Yoruba context resemble the task of an ethnographer attempting to understand and represent socio-cultural experiences. The study demonstrates that through a process of collaborative ‘intercultural reflexivity’, ethnography can enhance intercultural drama education. The pedagogical features of The Gods Project are related to Turner’s concept of performance ethnography and the role of a ‘cultural guide’ in intercultural teaching and learning is highlighted. With the guidance of their Kenyan teaching artist many of the young people engaged with different socio-cultural perspectives, actively explored new cultural performance conventions and art forms, and experienced the complexities of intercultural representation. The study reveals evidence of significant social, personal, intercultural and artistic learning outcomes for participants within this school-based performance project. However, the study also reveals the difficulties and challenges of implementing an innovative intercultural project within a school context. It demonstrates that kinaesthetic, playful, embodied and performative experiences are central to intercultural teaching and learning.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Vocational, Technology and Arts Education
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Zwaal, Natascha. "Narratives for nature : storytelling as a vehicle for improving the intercultural dialogue on environmental conversation in Cameroon /". Meppel : Krips, 2003. http://www.gbv.de/dms/goettingen/366197150.pdf.

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Tull, Annalee. "Telling Tales as Oral Performance: A Cross-Cultural Comparison of Storytelling in Ireland, Scotland and Southern Appalachia". Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2357.

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I sought to link, through this paper, cultural performances of identity through storytelling in Ireland, Scotland, and southern Appalachia. I evaluated storytelling practices, whether it was a public or private performance, using symbolic interactionism, dramatist theory, narrative paradigm, and performance theory. The author studied abroad in Ireland and Scotland through the East Tennessee State University Appalachian, Scottish, and Irish Studies Program and experienced an array of stories. She then evaluated her own experiences with storytelling from growing up in southern Appalachia and visited the International Storytelling Festival in Jonesborough, TN. The research is rooted in grounded theory from ethnographies, with themes emerging from the field notes. The themes reinforced the theories evaluated tied the cultures together through history.
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Inácio, Carla Isabel Batista Rodrigues. "Implementing citizenship education and intercultural competence through stories". Master's thesis, 2017. http://hdl.handle.net/10362/21796.

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This research project explored how storytelling contributed to implementing citizenship education and intercultural competence at primary level. Educating children to become clear-thinking and enlightened citizens, as well as to achieve successful interaction with elements of different cultures was the aim of this research. This research project investigated the use of storytelling, using folktales from two distant countries. One of them was Indonesia, a predominantly Islamic country located in the southern hemisphere, and the other Russia, a predominantly Orthodox country located on the European and Asian continents. These stories exposed students to different countries, traditional clothing, landscapes and physical characteristics, but also to customs, rituals and practices of their inhabitants. They were clear facilitators to promote the curiosity of students, to help them notice the differences by contrasting their own reality with the ones of the target cultures. It can be stated that these folktales were valid contributions to raise students’ intercultural awareness. The stories also allowed young learners to be exposed to actions related to moral values, which might be otherwise hard to explain to children. Students connected with the characters of the stories and students’ feelings and emotions helped them learn such concepts, as well as rousing in them emotional and critical engagement. The effectiveness of storytelling was confirmed given that students emerged with new insights and they helped define and introduce concepts to students, as well. Using storytelling was meaningful to make children aware of the positions of others and to engage them as active citizens.
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Sá, Maria de Fátima Mendes de. "“Abrir horizontes e janelas para o mundo”: as histórias na promoção da consciência intercultural e educação para a cidadania". Master's thesis, 2017. http://hdl.handle.net/1822/57258.

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Relatório de estágio de mestrado em Ensino do Inglês no 1.º Ciclo do Ensino Básico
O presente relatório de estágio pedagógico supervisionado, realizado no âmbito do Mestrado em Ensino do Inglês no 1º Ciclo do Ensino Básico, descreve e fundamenta o projeto de intervenção subordinado ao tema “Abrir horizontes e janelas para o mundo”: as histórias na promoção da consciência intercultural e educação para a cidadania. O projeto foi desenvolvido numa turma do 4º ano do 1º Ciclo do Ensino Básico e os seus objetivos foram os seguintes: identificar atitudes e preferências dos alunos face à audição/leitura de histórias em inglês e ao uso de histórias como estratégia didática; explorar o storytelling como estratégia didática de motivação para a aprendizagem e desenvolvimento de competências gerais e comunicativas numa abordagem de consciencialização intercultural e de educação para a cidadania; desenvolver competências de autorregulação da aprendizagem; avaliar o impacto da intervenção pedagógica na promoção de uma consciência intercultural e da educação para a cidadania. Tendo por base a fase de observação de contexto, onde procedi à recolha de dados que me permitiram desenvolver e implementar, na segunda fase, atividades direcionadas ao desenvolvimento da consciência intercultural e educação para a cidadania, o culminar deste projeto teve lugar na fase de avaliação, onde um conjunto de instrumentos aplicados me permitiu chegar a algumas conclusões. As estratégias de intervenção passaram pela exploração de três histórias e respetivas sequências didáticas, tendo também procedido à avaliação linguística e processual das aprendizagens dos alunos. Os resultados finais revelaram que a utilização das histórias na promoção da consciência intercultural e educação para a cidadania é algo benéfico e profícuo. A turma em causa assimilou a importância de abordar este tipo de conteúdos nas aulas e desenvolveu comportamentos e conhecimentos promotores da consciência intercultural.
This supervised teaching training report, carried out under the Master in Teaching of English in the Primary Education, aims to describe and base the Intervention Project entitled “Opening horizons and a window to the world”: raising intercultural awareness and citizenship education through stories. The project was developed in a class of the 4th grade in a primary school and its objectives were: to identify students' attitudes and preferences regarding listening to / reading stories in English and to use stories as a didactic strategy; to explore storytelling as a motivational didactic strategy for the learning and development of general and communicative competences in an intercultural awareness and citizenship education approach; to develop learning self-regulation skills; to evaluate the impact of the pedagogical intervention on raising intercultural awareness and citizenship education. Based on the context observation phase, where I proceeded to collect data that allowed me to develop and implement, in the second phase, activities aimed at the development of intercultural awareness and citizenship education, the culmination of this project took place in the evaluation phase, where a set of instruments applied allowed me to reach some conclusions. The intervention strategies were based on the exploration of three stories and their respective didactic sequences, as well as on the linguistic and procedural evaluation of students' learning. The final results revealed that the use of stories in raising intercultural awareness and citizenship education is beneficial and fruitful. The class in question assimilated the importance of addressing this type of content in the classroom and developed behaviours and knowledge raising their intercultural awareness.
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Książki na temat "Intercultural storytelling"

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El arte de narrar y la noción de literatura oral: Protopanorama intercultural y problemas espistemológicos. Caracas: Universidad Central de Venezuela, Consejo de Desarrollo Científico y Humanístico, 1990.

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Zwaal, Natascha. Narratives for nature: Storytelling as a vehicle for improving the intercultural dialogue on environmental conservation in Cameroon. [Leiden: s.n.], 2003.

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Koehler, Paul F. Telling God's stories with power: Biblical storytelling in oral cultures. Pasadena, CA: William Carey Library Publishers, 2010.

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Koehler, Paul F. Telling God's stories with power: Biblical storytelling in oral cultures. Pasadena, CA: William Carey Library Publishers, 2010.

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McCall, Sophie. First person plural: Aboriginal storytelling and the ethics of collaborative authorship. Vancouver: UBC Press, 2011.

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Storytelling the Portuguese diaspora: Piecing things together. New York: Peter Lang, 2011.

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(Editor), Irene Mariaf Blayer, i Monica Sanchez (Editor), red. Storytelling: Interdisciplinary and Intercultural Perspectives. Peter Lang Publishing, 2002.

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UNESCO Manual on Developing Intercultural Competence (Open Access). Taylor & Francis Group, 2019.

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DeMars, Tony R., Gabriel Tait, Gabriel Tait i Raymond D. Anderson. Narratives of Storytelling Across Cultures: The Complexities of Intercultural Communication. Lexington Books/Fortress Academic, 2019.

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Boomershine, Amelia C. Breath of Fresh Air: Biblical Storytelling with Prisoners. Wipf & Stock Publishers, 2017.

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Części książek na temat "Intercultural storytelling"

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Thorpe, Ryan. "Intercultural Storytelling". W Teaching Creative Writing to Second Language Learners, 65–89. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003043492-6.

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Sell, Joanna. "Storytelling for Intercultural Understanding and Intercultural Sensitivity Development". W Beyond Storytelling, 223–49. Berlin, Heidelberg: Springer Berlin Heidelberg, 2017. http://dx.doi.org/10.1007/978-3-662-54157-9_12.

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Heisterkamp, Brian L. "Storytelling, culture, and identity in mediation". W The Routledge Handbook of Intercultural Mediation, 358–65. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003227441-45.

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Moore, Emilee, Margaret R. Hawkins, Júlia Llompart i Claudia Vallejo. "Semiosis and ethicality in youth transnational digital storytelling". W Multimodal Communication in Intercultural Interaction, 189–212. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003227281-12.

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Marshall, David J. "Digital Storytelling as Community-Based Intercultural Learning in Cultural/Historical Geography". W Experiential Learning in Geography, 211–25. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82087-9_13.

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Agustin, Fitri, Fazri Nur Yusuf i Sri Setyarini. "Promoting Students’ Intercultural Awareness Through Digital Storytelling in EFL Challenging Interactions". W Proceedings of the Sixth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2022), 197–205. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-91-6_30.

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Duda, T. "Does a religious tourist need a guide? Interpretation and storytelling in sacred places." W Tourism, pilgrimage and intercultural dialogue : interpreting sacred stories, 105–14. Wallingford: CABI, 2019. http://dx.doi.org/10.1079/9781789241129.0105.

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Theobald, Maryanne, Gillian Busch, Ilana Mushin, Lyndal O’Gorman, Cathy Nielson, Janet Watts i Susan Danby. "Making Culture Visible: Telling Small Stories in Busy Classrooms". W Storytelling Practices in Home and Educational Contexts, 123–48. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9955-9_8.

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AbstractClassrooms are busy institutional settings in which conversational agendas are typically ordered by teachers due to the focus on curriculum content. Opportunities for extended storytelling, outside of focussed literacy times, may occur infrequently. This chapter investigates how children engage with each other and with curriculum concepts referred to as “culture”, through telling stories. The data are video recordings of young children (aged 4–5 years) telling stories during their everyday classroom activities. The data are drawn from a study on what intercultural competence “looks like” in the everyday interactions of preschool classrooms in inner-city Queensland, Australia. An ethnomethodological approach using conversation analysis highlights three fragments where children tell something about themselves. As they tell stories about aspects of their lives outside the classroom, children make their “culture” visible to other children and co-construct a local peer culture. The implications of the study’s findings point to how classrooms can be conversational spaces where children practise and build culture in action. The children share aspects of their everyday lives that are sometimes tangentially aligned with curriculum, but always available as a resource for making cultural connections. The children themselves do not name these activities as culture, but their association to what is known about how culture is defined, shows that they are orienting to these aspects.
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Korosidou, Eleni, i Tharrenos Bratitsis. "Infusing Multimodal Tools and Digital Storytelling in Developing Vocabulary and Intercultural Communicative Awareness of Young EFL Learners". W Lecture Notes in Computer Science, 191–200. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-34350-7_19.

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Huebner, Sharon, i Ezzard Flowers. "The Relational Language of First Nations Cultural Sensibilities, Principles and Storytelling Ethics as an Intercultural Approach to Script Development". W The Palgrave Handbook of Script Development, 229–49. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82234-7_17.

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Streszczenia konferencji na temat "Intercultural storytelling"

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Paliichuk, E. O. "Survival storytelling in anti-trafficking social campaigns". W PHILOLOGICAL SCIENCES, INTERCULTURAL COMMUNICATION AND TRANSLATION STUDIES: THEORETICAL AND PRACTICAL ASPECTS. Baltija Publishing, 2021. http://dx.doi.org/10.30525/978-9934-26-039-1-83.

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Weibert, Anne, i Kai Schubert. "How the social structure of intercultural computer clubs fosters interactive storytelling". W the 9th International Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1810543.1810616.

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Rinaldi, Alessandra, i Kiana Kianfar. "Design-enabled innovation in smart city context. Fostering social inclusion through intercultural interaction". W 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001878.

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Generating design-enabled innovation implies the identification of social, technological, and cultural changes taking place nowadays and of the opportunities offered by the digital transformation, which enters these processes, playing an important role in all areas of contemporary life, from urban, domestic, health and services in general.In our era, the ambient intelligence pervades objects such as cities; electronic perception systems collect information and data from us, trying to understand our needs and give us answers. Cities are real living laboratories for experimenting new technologies on an urban scale.Big Data management represents one of the critical points of the ongoing revolution. The data can give information about people, understand behaviors, change city policies and so on. Big Data represent a qualitative leap in digital culture; nothing exists in Big Data before questions, explained De Kerckhove [1].“It is also and above all a cognitive revolution, where the answer no longer comes from the question. The large amount of data that comes from the pervasive use of technology already contains all the answers, but it has no value if it is not interrogated with the right questions. As McLuhan says, when all the answers are at hand, it's only the question that matters" [1].The perspective is then reversed: the first step in making society smarter is not to collect as much data as possible or develop an infallible algorithm, but it is necessary to identify the relevant expectations and needs in and for that society and ask the right questions, and to investigate what it represents, in the collective imagination, the quality of life and what technology can generate as a response.The project presented starts from the observation that we are faced with a strong migratory and global tourism flows that are affecting European cities, placing us in front of a growing multiculturalism in urban areas, with consequent issues related to the inclusion of cultural diversity and dialogue. The landscape of cities in many European countries has changed significantly, and the use of public space and services is no longer suited to the needs of multicultural citizens. This phenomenon has developed rapidly, without an adaptation of social policies, services, and spaces to emerging needs, creating evident problems of inclusion and dialogue between different cultures.Digital technologies and ubiquitous computing systems offer many opportunities for designing products and services aimed at increase interaction, collect, and share information, knowledge, emotions, experiences, through platforms that support the increase of social awareness.The research investigates how to use digital technologies and which design strategies and creative, communicative and process paths can be used to promote inclusion through interaction and communication between the different cultures that coexist in the same smart city context.Promoting interaction in public spaces, between citizens with different cultural backgrounds, becomes a crucial element to support social cohesion and to facilitate coexistence between different cultures. Opportunities to mix people in daily life reinforce shared values and goals.One of the best approaches that can be adopted for the design of new urban spaces and services is co-design, which indicates collective creativity as it is applied throughout a design process and involves all stakeholders, encouraging and supporting them to take an active role in this process.Following the indications of Findeli [2], this design research was carried out with the tools of design, and above all with its most original and specific characteristic, the project, developing in this specific case a pilot product-service.The project, funded within the H2020 framework program, made it possible to experiment with design tools to foster the engagement of different cultures present in the urban environment and encourage them to interact with each other, also including other types of stakeholders, from public administration to small/medium enterprises and to third sector associations.All the areas of cultural heritage, tangible, and intangible, where every culture has many stories to tell, have emerged as the most suitable areas for experimenting with new ways of interacting and communicating through which diversity can be encountered and compared. Five design for storytelling strategies guided the project: i) building relevance; ii) design for experience; iii) interactivity; iv) immersion; v) inclusion.[1] De Kerckhove Derrick, Psicologie connettive, Milano, Egea, 2014.[2] Findeli Alain, “Design research-Introduction”, Design Issues n. 15(2), 1999.
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Smith, Valance, James Smith-Harvey i Sebastian Vidal Bustamante. "Ako for Niños: An animated children’s series bridging migrant participation and intercultural co-design to bring meaningful Tikanga to Tauiwi". W LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.142.

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This presentation advances a case study for an ongoing intercultural animation project which seeks to meaningfully educate New Zealand Tauiwi (the country's diverse groups, including migrants and refugees) on the values, customs and protocols (Tikanga) of Māori (the indigenous people of Aotearoa New Zealand). Ako For Niños (‘education for children’), implemented by a migrant social services organisation and media-design team, introduces Latin American Tauiwi to Tikanga through an animated children’s series, developed with a community short story writing competition and co-design with a kaitiaki (Māori guardian/advisor). Māori are recognised in Te Tiriti o Waitangi (the founding document of New Zealand) as partners with Pākeha (European New Zealanders), and Māori knowledge and Tikanga are important to society and culture in Aotearoa. Notwithstanding, there has been a historic lack of attention paid to developing meaningful understandings of Māori perspectives for New Zealand Tauiwi. Ako For Niños endeavours to address current shortages of engaging resources on Māori worldviews for Tauiwi communities, create opportunities for Tauiwi to benefit from Māori epistemologies, and foster healthy community relationships between Māori and Latin American Tauiwi. Through the project’s short story competition, Tauiwi were given definitions of Tikanga through a social media campaign, then prompted to write a children’s tale based on one of these in their native language. This encouraged Tauiwi to gain deeper comprehension of Māori values, and interpret Tikanga into their own expressions. Three winning entries were selected, then adapted into stop-motion and 2D animations. By converting the stories into aesthetically pleasing animated episodes, the Tikanga and narratives could be made more captivating for young audiences and families, appealing to the senses and emotions through visual storytelling, sound-design, and music. The media-design team worked closely with a kaitiaki during this process to better understand and communicate the Tikanga, adapting and co-designing the narratives in a culturally safe process. This ensured Māori knowledge, values, and interests were disseminated in correct and respectful ways. We argue for the importance of creative participation of Tauiwi, alongside co-design with Māori to produce educational intercultural design projects on Māori worldviews. Creative participation encourages new cultural knowledge to be imaginatively transliterated into personal interpretations and expressions of Tauiwi, allowing indigenous perspectives to be made more meaningful. This meaningful engagement with Māori values, which are more grounded in relational and human-centred concepts, can empower Tauiwi to feel more cared for and interconnected with their new home and culture. Additionally, co-design with Māori can help to honour Te Tiriti, and create spaces where Tauiwi, Pākeha and Māori interface in genuine partnership with agency (rangatiratanga), enhancing the credibility and value of outcomes. This session unpacks the contexts informing, and methods undertaken to develop the series, presenting current outcomes and expected directions (including a screening and exhibition). We will also highlight potential for the methodology to be applied in new ways in future, such as with other Tauiwi communities, different cultural knowledge, and increased collaborative co-design with Māori.
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