A solid perspective on intercultural ethics seeks an agreement among cultures, a rule, good practice or code of ethics or some principles of information ethics, instead of describing the multiple facets of a broad cultural relativism. Ethical understanding of linguistics and communication should, as consequence, be closely related to the intercultural awareness. Getting beyond cultural stereotypes may also be realized by a deeper knowledge of cultural identities. Geographical diversity impacts ethical practice as a complex but also as a pluralistic sign of the diversity of values. Globethics.net collection on Intercultural Ethics focuses on the tension between the universality of values, as an understandable focus bound to overcome the conflicts of differing values, and a finely articulated vision of the diversity of values, as a result of our personal attachment to our linguistic and cultural communities of origin.
Credo Reference titles
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- Encyclopedia of Anthropology (Sage Publications, 2005)
- Encyclopedia of Multicultural Psychology (Sage Publications, 2006)
- Encyclopedia of the Social and Cultural Foundations of Education (Sage Publications, 2009)
- 21st Century Anthropology: A Reference Handbook (Sage Publications, 2010)
- The Ashgate Research Companion to Multiculturalism (Ashgate Publishing, 2010)
- Radical Human Ecology: Intercultural and Indigenous Approaches (Ashgate Publishing, 2012)
- Science, Religion, and Society: An Encyclopedia of History, Culture, and Controversy (Routledge, 2008)
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- IKE, Obiora, GRIEDER, Andrea and HAAZ, Ignace. Poetry and Ethics (2018)
- SYMPHORIEN NTIBAGIRIRWA, Symphorien. Local Cultural Values and Projects of Economic Development (2016)
- Globethics.net Principles on Equality and Inequality for a Sustainable Economy (2015)
- LIAGRE, Guy. Pensées européennes (2015)
- ADENEY-RISAKOTTA, Bernard. Dealing with Diversity (2014)
- Globethics.net Principles on Sharing Values across Cultures and Religions (2012)
- Principes de Globethics.net pour le dialogue sur les valeurs entre cultures et religions (2012)
- Principios de Globethics.net Compartiendo Valores entre Culturas y Religiones (2012)
- HENTSCH CISNEROS, Ariane and PREMAWARDHANA, Shanta. Sharing Values (2011)
See more Globethics.net Publications
- Digital Culture & Education
- Journal of Education, Culture and Society
- Journal of Education and Culture Studies
- International Journal of Multicultural Education
- International Journal of Multicultural and Multireligious Understanding
- Journal of Transcultural Studies
- On culture: The Open Journal for the Study of Culture
- Open Cultural Studies
- Transtext(e)s Transcultures: Journal of Global Cultural Studies
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從臺灣大學生的跨文化經驗省思跨文化素養議題 A Reflection of Current Issues on Intercultural Competence from the Experiences of Taiwanese College Students全球化使人類緊密相連，亦帶動文化間的碰撞，跨文化素養已是全球公民的基本素養。面對全球共同議題及漸趨多元的社會，臺灣人更應了解並具備跨文化素養。教育是涵育素養的基石，臺灣致力於教育國際化已逾十年，其跨文化素養成果值得檢視。本文闡述跨文化素養的意義及重要性，並由2017∼2020年對高等教育本籍及境外生的研究及觀察，歸納出臺灣現階段需省思的三大跨文化素養議題，包括文化刻板印象、文化敏感度及跨文化學習動機，進而提出加強教師跨文化素養培 訓、將跨文化素養列為高等教育核心能力，以及持續校園國際化的建議。 Globalization has made people closely connected. It has also led to the collision of cultures. Intercultural competence (IC) has become the basic competence of global citizens. Facing global issues and an increasingly diverse society, it is necessary for Taiwanese to gain the knowledge of and be equipped with IC. Education is the cornerstone of competence cultivation. Taiwan has been committed to internationalizing its education for more than a decade, its achievements in IC need to be examined. This paper first expounded the meaning and importance of IC, then presented three major current issues in IC Taiwan needs to contemplate based on observation and the college student (domestic and external) data collected between 2017-2020: cultural stereotypes; cultural sensitivity; and motivation to learn. It moreover put forward 3 suggestions: strengthening teachers’ training; making IC the core competence of higher education; and continuing campus internationalization to improve IC cultivation.
Teoría de Diseño de Videojuegos M.D.A y ética de la información : vías hacia la Inclusión digital en el Museo Nacional de Colombia y el Museo de Arte Contemporáneo de BogotáEl presente trabajo de grado busca identificar las posibles vías que contribuyan a la consecución de la inclusión digital como mecanismo de eliminación de brechas históricamente existentes y radicadas sistemáticamente, permitiendo la construcción de espacios informacionales híbridos, análogos o digitales que colaboren con el desarrollo personal, académico, social y cultural de los usuarios para los cuales la Ciencia de la Información trabaja.
Para ello, se realizará revisión de literatura existente sobre Ética de la Información, Accesibilidad, Usabilidad, Inclusión Digital y Teoría de Diseño de Videojuegos M.D.A., sumado a la identificación de la normatividad existente referente a los términos previamente mencionados y los casos de éxito de implementación de espacios interactivos en museos, pues esta será la tipología de instituciones culturales que fue estudiada en este trabajo de grado.
Cabe destacar que los museos seleccionados para este estudio son el Museo Nacional de Colombia y el Museo de Arte Contemporáneo de Bogotá, pues se buscó identificar una institución cultural tanto por sector público como privado que contaran con la inclusión como uno de sus ejes de desarrollo institucional dentro de sus misiones o sus valores; esto sumado a la necesidad de identificar instituciones que contaran con espacios híbridos, físicos y digitales, previamente concebidos.
Finalmente, se espera exponer la incidencia que la implementación de la Teoría de Diseño de videojuegos M.D.A. y la Ética de la Información tienen sobre la consecución de la inclusión digital en los espacios híbridos del Museo Nacional de Colombia y el Museo de Arte Contemporáneo para así dar apertura a una posible solución a la problemática social de la brecha digital. Contribuyendo así a mejorar espacios de acceso, uso e interacción de la información y el conocimiento, brindando contextos participativos, incluyentes y sostenibles social y culturalmente.
The Impact Of A K-8 STEM Program On Grades And Student Choice Of STEM And Advanced Mathematics And Science Coursework In High SchoolThe demands of today’s workforce call for schools to prepare their students to have problem-solving skills and be critical thinkers and collaborative colleagues. Science, Technology, Engineering, and Mathematics (STEM) learning has been known to cultivate, excite, and promote critical thinking and problem-solving skills in students from an early age. This study explored the high school course selection of students who had participated in a compulsory Kindergarten to 8th grade (K-8) STEM program, called Project Lead the Way (PLTW), while in middle school. Specifically, the study compared the number of STEM and advanced mathematics and science courses that students who were exposed to this program took while in high school. It also examined the impact of PLTW on these students’ mean grades in STEM, mathematics, and science courses. An analysis of the course enrollment revealed that participating in PLTW coursework for one or two quarters in middle school did not result in students increasing the number of STEM, advanced mathematics, and science courses taken in high school. However, the results also showed that participating in PLTW courses for one or two quarters in middle school was associated with an increased likelihood that students characterized as English Language Learners (ELL) took more STEM courses in high school. Additionally, an analysis of the academic outcomes for students who completed one or two-quarters of PLTW coursework prior to entering high school achieved higher academic grades than their historic predecessors’ grades on mathematics and science courses taken in high school. From these findings, the researcher recommends that the state create a K-12 policy that addresses access to STEM coursework for all its students. The researcher also recommends that each district in the state creates a district policy to ensure every student has an opportunity to engage in STEM opportunities from pre-Kindergarten through high school. This study provides evidence for the continued support of heuristic approaches to learning through a compulsory K-12 STEM program in schools.
Creolization and Pidginization in Contexts of Postcolonial Diversity Language, Culture, IdentityIntro -- Contents -- List of Figures and Tables -- List of Contributors -- Part 1 Introduction -- Chapter 1 Creolization and Pidginization in Contexts of Postcolonial Diversity: Context, Content, Structure -- Chapter 2 Creolization and Pidginization as Concepts of Language, Culture and Identity -- Part 2 Situating Creole Languages in Society -- Chapter 3 Lingua Franca Onset in a Superdiverse Neighbourhood: Oecumenical Dutch in Antwerp -- Chapter 4 Language and Ethnic Hierarchy in Mauritius -- Chapter 5 The Shades of Legitimacy of Solomon Islands Pijin -- Chapter 6 Saamaka Language, Ethnicity, and Identity: Suriname and Guyane -- Chapter 7 Swahili Creolization and Postcolonial Identity in East Africa -- Chapter 8 Chronicle of a Creole: The Ironic History of Afrikaans -- Chapter 9 Creole Language and Identity in Guinea-Bissau: Socio-Anthropological Perspectives -- Part 3 Ideology and Meaning in Creole Language Usages -- Chapter 10 Multiple Choice: Language Use and Cultural Practice in Rural Casamance between Convergence and Divergence -- Chapter 11 Dynamics of Inclusion and Exclusion Related to a Creole Language: 'Krio' as an Ambivalent Semiotic Register in Present-Day Sierra Leone -- Chapter 12 Krio Identity and Violence: Language Ideologies of Political Disloyalty in the Sierra Leonean Civil War -- Chapter 13 Indexing Alterity: The Performance of Language in Processes of Social Differentiation in Postwar Liberia -- Chapter 14 Bambinos and kassu bodi: Comments on Linguistic Appropriations on Cape Verde Islands -- Part 4 Creolization and Pidginization in Popular Culture -- Chapter 15 Language and Music in Cape Verde: Processes of Identification and Differentiation -- Chapter 16 Between Purity and Creolization: Representations of Race, Culture and Language in the New South Africa
Ante la Diversidad: ¿Qué Opinan y Sienten los Adolescentes? La Alteridad y la Interculturalidad a ExamenDiversity is a structural part of all societies. Nor are those that are perceived as homogeneous. Even so, the debate on intercultural education, coexistence between groups of origins, ideologies and different thoughts has gained scientific interest from the social changes that have occurred in the population displacements of this century. Gender education has reappeared imbricated in all of this (as an urgent need). This article shows the positioning and the assessments that, based on the results of a quantitative research on a large sample of adolescents of Catalonia, say they have about alterity and differences. The variables place of birth, gender, frequency of relationships and environment have been studied. The results are statistically significant. Differences are observed in the opinions expressed according to these variables, especially between girls and boys. Although they generally express a favorable attitude to contact with the different, more of them show thoughts that reproduce traditional cultural stereotypes. Quantitative data reveal influences of educational socialization both in the classroom and in its environment. The adolescents identify the school and the neighborhood as the main spaces of social relation and place the network in third place.
Enseñando canciones de tierras lejanas. Una experiencia de educación en línea para la formación de maestrosSe presenta una experiencia de educación en línea en el Grado de Maestro de Educación Primaria de la Universidad Jaume I de Castelló. Se organizó una serie de tres talleres de educación musical multicultural, en los que los estudiantes tuvieron la oportunidad de aprender canciones de diferentes lugares de la mano de personas originarias de cada uno. La experiencia permitió reflexionar sobre la importancia de incluir la diversidad musical en las aulas.
TRANSFORMATIVE LEARNING THROUGH ORAL NARRATIVE IN A PARTICIPATORY COMMUNICATION CONTEXT: AN INQUIRY INTO RADIO DRAMA-BASED TRAINING AMONG ZAMBIAN CAREGIVERS OF ABUSED AND EXPLOITED CHILDRENThis research investigates instructional narrative interventions for transformative learning among high orality reliant peoples. Two research questions asked: “Does an oral strategy of radio drama in a participatory environment lead to significant changes in knowledge and beliefs,” with a hypothesis stating there would be significant positive changes; and “When listeners experience narrative transport can it affect receptivity leading to knowledge and belief change,” and the hypothesis stated that narrative transport would correlate to higher positive responses. The mixed methods design analyzed personal experiences and survey responses of treatment group and control groups. Quantitatively I assessed a treatment group using a matched pre/posttest survey related to learning goals and the Transportation Imagery Survey. The qualitative data was gathered in focus groups and personal interviews. The findings showed a significant change in treatment group in knowledge and beliefs (40%). The treatment group also scored 74% correct answers in contrast to the posttest only survey control group of 56%. The additional modified Transportation Imagery Survey (TMS) assessed the treatment group’s level of transport into the narrative (6.1/7) and a positive correlation (.65) to the change in answers for the posttest. The study presents relevant considerations for instructional communication designers and professionals serving higher orality reliant audiences and the power of participatory narrative instruction constructing healthier knowledge and beliefs.
Territorios de la Mirada. Inclusión, Educación y Artes con la Comunidad Refugiada en Grecia[Resumen] Este artículo presenta los resultados de la práctica e investigación pedagógicas llevadas
a cabo dentro del proyecto de cooperación internacional “Artes, cultura y educación para
el desarrollo. Educación y cultura para el empoderamiento personal y social de la comunidad
migrante refugiada en Polykastro, Grecia”. Un proyecto realizado en Grecia, 2019,
organizado por la Universidad de Sevilla y Open Cultural Center, una ONG que atiende
educativamente a la comunidad migrante refugiada de la zona, incluyendo el campo de
refugiados de Nea Kavala. De manera metodológica, las prácticas educativas artísticas
llevadas a cabo –bajo el título Territorios de la mirada– participan de la herramienta analítica
del Enfoque de Marco Lógico, con el objetivo prioritario de procurar una atención a
la comunidad migrante para generar identidad, apertura cultural e inclusión social. Igualmente
se proponen los objetivos específicos de corroborar y ofrecer posibilidades para elaborar
un plan de trabajo educativo inclusivo en el desarrollo posterior del proyecto completo.
Se han implementado estrategias de investigación basadas en las artes, logrando
una mejor imbricación comunitaria y fortaleciendo la dimensión artístico-cultural, lo cual
ha beneficiado a los procesos educativos de la persona migrante refugiada y su comunidad,
favoreciendo su inclusión y desarrollo
sj-pdf-1-ecl-10.1177_14687984221093242 – Supplemental Material for How family needs informed an early literacy family reading program in multilingual and multicultural Miami-Dade CountySupplemental Material, sj-pdf-1-ecl-10.1177_14687984221093242 for How family needs informed an early literacy family reading program in multilingual and multicultural Miami-Dade County by Melissa Baralt, Shayl F Griffith, K Lori Hanson, Nicolas André, Lisa Blair and Daniel M Bagner in Journal of Early Childhood Literacy
Teaching Social Studies to Social Justice and Equity Through the Lens of ELL StudentsThis research project was designed to discover new and unique teaching strategies and classroom management techniques that would improve my teaching Social Studies to English Language Learners through a lens of equity and social justice. By researching and learning new and unique teaching strategies for both online and in-person instruction, I was able to use my research to broaden my experiences and knowledge as well as gain a better understanding of the historical inequities and lack of social justice that has been the norm in most education systems. By educating myself of these injustices and inequalities, I was able to identify and correct any deficiencies in my teaching in regard to teaching to equity and social justice, using my newfound awareness to adjust and correct teaching errors. The study illuminated the many areas of teaching where I may have gone wrong had I not been made aware of the inequities and lack of social justice in my teaching.
Reflexiones acerca de la interculturalidadLa creciente globalización lleva con más frecuencia a un encuentro entre personas de diferentes culturas y países. El presente ensayo ofrece definiciones básicas de los conceptos: cultura, multiculturalidad e interculturalidad, y en base a estos conceptos propone herramientas para la interacción entre las personas de diferentes culturas, que se reflejan en las competencias interculturales. Abstract The increasing globalization takes with more frequency to an encounter between people of different cultures and countries. The present essay offers basic definitions of the concepts: culture, multiculturalidad and interculturalidad, and on the basis of these concepts propose tools for the interaction between the people of different cultures, that are reflected in the intercultural competitions.
Formación de la competencia comunicativa intercultural en la enseñanza de lenguas extranjerasEl artículo trata del problema de la formación de la competencia comunicativa intercultural (CCI) en clases de lenguas extranjeras a nivel superior en México. Se analizan el objeto y los objetivos de estudio, se formula la definición del concepto de CCI, se describen sus componentes, así como los aspectos cognitivo, pragmático y pedagógico y los principios para formar la CCI. Se señalan las sugerencias para seleccionar los contenidos de materiales didácticos, en especial, de unidades léxicas, y la metodología de mini entrenamientos en clases de lenguas extranjeras (LE). La implementación de los ejercicios elaborados para desarrollar la producción oral y escrita en LE desde la perspectiva del enfoque comunicativo será de utilidad para los profesores de LE a nivel superior.
Interpreting and Dyslexia, How to CopeThis action research project is about how Dyslexia influences the physical and cognitive aspects of the interpreting process. Dyslexia is a spectrum and does not influence everyone to the same degree. Therefore, this study will be limited to testing several strategies provided by a variety of interpreters on only one participant, myself, who has Dyslexia. I applied a variety of coping strategies for different cognitive and physical aspects of Dyslexia to my interpreting work. Next, I found a common theme between interpreters that have Dyslexia. Once I figured out a common theme, I picked a few strategies to test and compared the accuracy from the original interpretation to the accuracy once the strategy was implemented.
Unveiling American values using sitcomsThe international status of English has contributed to the development of ways to teach the language from an intercultural perspective. In this context, successful cross-cultural communication requires not only the mastery of language skills, but also the development of knowledge, skills and attitudes, as learners will have to interact appropriately with people from different linguistic and cultural backgrounds. In the classroom, teachers tend to rely on textbooks for the introduction of cultural content. This generally means that the teaching of culture is based on the transmission of facts about the target language and that only external aspects of culture are covered. This paper addresses the use of television as an additional tool to reinforce and enhance cultural learning in the EFL classroom. Specifically, this work suggests that situation comedies can be used to identify the cultural values that underlie external behaviors. Thus, after reviewing the theoretical background and the defining features of American culture, we will present a teaching proposal aimed at the tertiary level in which we use the sitcom Superstore to raise students’ cultural awareness.
Collaborative Writing with Young Multilingual LearnersEffectively teaching writing to multilingual learners (MLs) has been identified as one of the most prominent challenges currently facing educators. Collaborative writing has been identified as one promising pedagogical practice that responds to this challenge; however, little of the existing research focuses on the elementary level. This study seeks to address this gap in the literature, describing a design-based research study focused on collaborative writing with MLs in a diverse first-grade classroom. This paper showcases two iterations of collaborative writing, closely examining the how-to and opinion texts that two focal MLs produced with their peers. The evaluation of students’ writing revealed that their collaboratively produced texts varied across the writing activities. In some instances, the students’ texts exhibited their clear understanding of the genre, including its purpose and stages, as well as their ability to control and implement different language features. In other cases, their texts indicated that they needed further instruction or revision in specific areas. This paper concludes with implications for future research as it relates to collaborative writing with young MLs, underscoring the need for additional work in this area and the promise of this approach to writing instruction.
When Teachers Are the Gatekeepers of Gifted and Talented Programs: Potential Factors for English Learners' Underrepresentation and Possible SolutionsThe inclusion of English learners (ELs) in gifted and talented (GT) programs is an issue needing attention as data reveal that this group is still disproportionately under-represented. This article discusses the concerns when the GT identification process is dependent upon general education teacher referrals. Teachers’ implicit biases, lack of familiarity with the knowledge and skills required to work with English learners, and a lack of understanding of what "gifted" looks like in diverse students are identified as potential contributors to an inequitable gifted identification process that many ELs experience. The author discusses perceived solutions to combat the under-representation that results when teachers are tasked with identifying potential gifted ELs.
El significado del cambio en un encuentro interculturalEl mundo globalizado en el que vivimos induce a que frecuentemente se dé un encuentro entre personas de diferentes culturas. Viendo este encuentro con un enfoque sistémico, se puede hablar de un cambio de un sistema social a otro. Con el ejemplo de una estancia de estudio de un estudiante mexicano en una universidad extranjero se analizan las características de dicho cambio y se proponen elementos para interactuar en el proceso.
Propuesta de Intervención para la formación del profesorado en materia de educación interculturalThe following work for the Master’s Degree in Intercultural Studies (TFM) is driven mainly by the needs of an inclusive intercultural approach within an elementary school since approximately 70% of its student population belongs to emigration.
Thus, the project is presented as a pilot proposal, taking as its main measure the training of the teaching staff that is part of the primary education area. The objective of the proposal is to promote ways of developing teachers in intercultural education within the institution, for which a series of teacher training workshops has been developed based on action- research type methodology, which is adjusted to the needs of the project.
With the implementation of the following proposal teachers will acquire the necessary skills to employ culturally appropriate pedagogical methods, will have the ability to adapt the contents of their curriculum, methods and educational materials to the needs of their students.
The pilot project is proposed as a starting point for the implementation of the intercultural practice within the institution and can also be extended to other schools.
Assessment of Preservice Music Teachers’ Multicultural Personality: Multicultural Music Education PerspectiveThis study examines preservice music teachers’ multicultural personality level and characteristics in the context of multicultural music education in China, focusing on the factors that influence the teachers’ multicultural personality traits. We surveyed 433 preservice music teachers who responded via the Multicultural Personality Questionnaire-Short Form survey instrument. The results indicated that the multicultural personality level of preservice music teachers was intermediate, mainly due to a deficiency in the Flexibility and Emotional Stability dimensions, which are necessary for dealing with cultural differences in the face of unknown multicultural conditions. In addition, we also found that the size of a teacher’s hometown and the years of studying and teaching are significant factors in shaping preservice music teachers’ multicultural personalities. Preservice music teachers whose hometowns are big cities have a higher multicultural personality level than those in rural areas. The more time a preservice music teacher spent studying and teaching, the higher the multicultural personality level. Gender, educational level, and experience playing musical instruments have no statistically significant effect on the multicultural personality of preservice music teachers.
Closing the Opportunity Gap: A Story of English Learners and Their True AbilityWhen English learners (ELs) are presented with opportunities to participate in enrichment activities, their motivation to learn and their performance mimic those of their non-EL peers. Opportunities that offer authentic engagement and challenge student thinking bring together learners of all profiles to show that their true ability is more than that observed through a lens of standardized test scores. EL academic outcomes can be negatively impacted by limited opportunities offered within academic settings as a result of perceived differences. This text challenges the perspective of standard, remedial English learning program models and calls for a model that truly builds on ELs’ abilities through enrichment and authentic engagement.