Intercultural Ethics
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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 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.
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Credo Reference titles
This content is restricted to registered users. In order to view the items you need to login with your Globethics participant's credentials (https://repository.globethics.net/login).
- 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)
See more Credo Reference titles
Globethics Publications
- 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 Publications
Journals
- 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
See more Journals
Recent Submissions
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PENERAPAN PRINSIP NILAI DAN ETIKA PEKERJAAN SOSIAL DALAM PRAKTIK PEKERJA SOSIAL DI BALAI REHABILITAS SOSIAL PAMARDI PUTRA (BRSPP) YOGYAKARTANilai dan etika dalam pekerjaan sosial merupakan sebuah kerangka yang dapat dijadikan sebagai prinsip bagi praktik-praktik pekerja sosial. Pekerjaan sosial sebagai ilmu yang menitikbertkan proses praktiknya pada pengembalian keberfungsian sosial sesorang dilandasi dengan berbagai prinsip-prinsip dasar yang merupakan sumber pedoman dalam aspek keberhasilan dari aktivitas pekerjaan sosial. Dari konteks tersebut penelitian ini ingin nerespon dua pertanyaan penting yaitu: (1)Bagaimanakah penerapan prinsip nilai dan etika pekerjaan sosial di BRSPP Yogyakarta. (2) Kendala-kendala apa saja yang dihadapi dalam praktik penerapan nilai dan etika pekerjaan sosial dalam praktik pekerja sosial di BRSPP Yogyakarta. Guna memperoleh gambaran yang mendalam mengenai konsep tersebut,penelitian ini, peneliti menggunakan jenis penelitian kualitatif yang mana peneliti ini mencoba menggambarkan subyek penelitian. Metode pengumpulan data, peneliti menggunakan metode observasi, wawancara dan dokumentasi. Sedangkan untuk analisisnya, peneliti menggunakan analisis deskriptif kualitatif. Hasil penelitian ini menunjukkan bahwa dalam penerapan prinsip nilai dan etik pekerjaan sosial dengan tinjauan pada aspek kerahasiaan, self-determination, obyektfifikasi, individualisasi, pengungkapan perasaan-perasaan dan akuntabilitas. Keseluruhan konsep ini terdapat beberapa hal yang digunakan dalam melakukan praktik pekerja sosial yang ada di BRSPP Yogyakarta. Namun pada aspek tersebut tentu memiliki kendala yang menjadi faktor penghambat dalam penerapan prinsip tesebut seperti; faktor budaya dan lingkungan sosial. Selain itu faktor bagi pekerja sosial dan lembagapun menjadi terkendala seperti kendala internal yaitu kendala yang bersumber dari dalam diti pekerja sosial itu sendiri. Sedangkan kendala eksternal adalah kendala yang bersumber dari luar pekerja sosial seperti; kebijakan yang baku, dan kurangnya sumber daya pendukung, serta gejala dilemaetis. Kata Kunci: Penerapan, Prinsip Nilai dan Etika, Pekeerjaan Sosial.
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Reflexiones para consolidar la ética intercultural a través de la educación intercultural / Meditate to consolidate the intercultural ethics to inclination of the intercultural educationEl propósito de este documento es reflexionar sobre una propuesta de consolidación de la ética intercultural a partir de la educación intercultural. Se efectuó un análisis documental basado en autores con pertinencia en el área de interés. Para el desarrollo teórico se analizaron aspectos como globalización, educación, valores, multiculturalidad e interculturalidad. Se concluye que la ética intercultural minimiza los riesgos de la globalización y busca la construcción de sistemas de valores que aseguren la convivencia social. La educación debe asumir su papel activo en la consolidación de la ética intercultural. La interculturalidad es un modelo de gestión que administra con eficiencia y eficacia la diversidad cultural. The purpose of this document is to meditate on a proposal of consolidation of the ethical intercultural starting from the education intercultural. A documental analysis was made based on authors with relevancy in the area of interest. For the theoretical development aspects like globalization, education, values, multiculturaly and interculturaly were analyzed. It is concluded that the ethical intercultural minimizes the risks of the globalization and search the construction of systems of values that they assure the social coexistence. The education should assume its active paper in the consolidation of the ethical intercultural. The interculturaly is an administration model that administers with efficiency and effectiveness the cultural diversity.
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Learning to be Chinese: colonial-style boarding schools on the Tibetan plateauNo description supplied.
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Integrative Model of Children’s Representations of God in DrawingsWhen confronted with being asked to “draw god”, children have to solve a problem; they are being asked to produce a visual representation of an entity that they have never seen. Resources for solving this problem are available within the child’s cultural context: The shape of the figure itself may be based on various religious representations of gods, iconic figurations of supernatural agents in fictional artefacts (paintings, movies, cartoons even in advertisement), various valences may be attributed to colours or to different parts of an image composition, etc. The drawings produced by children depend also on their cognitive abilities to grasp the concept of god, their emotional abilities to express the accompanying feelings, their creativity and artistic skills. In representing god, children have to solve additional problems. For example, connotations of the concept of god can awaken attachment bonds to parental figures; religious prohibitions against representations of god can be in conflict with the task of drawing god. The purpose of this work is to integrate the results presented in parts II-V of this book, and to articulate the different factors in an integrated model that outlines possible strategies used to carry out the project of drawing god.
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Is there a place for forgiveness and discomforting pedagogies in the foreign language classroom in higher education?This article describes a project in which university language students communicated across the globe to address a topic of human rights violations. The aim of the article is to answer the question of whether there is a place in language education for forgiveness and discomforting pedagogies. This focus is new in the field. It begins with an overview of intercultural citizenship education, followed by the pedagogical intervention and case study. It continues with a description of theoretical developments in forgiveness and discomforting pedagogies and provides an analysis of the data from the project with these lenses. Findings indicate that students displayed varying forms of emotional investment as they mediated interculturally with their interlocutors and the ghosts of those who suffered from human rights abuse in the past. The research demonstrates that forgiveness and discomforting pedagogies do have a place in language teaching when combined with intercultural citizenship education.
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(Un)doing home: exploring home-making and identity – an example of a project in a London higher education classroomUCL Press, 2023-09-01In this article we discuss the lived, embodied experience of home-making in relation to identity and belonging through the example of a service-learning project conducted during the Covid-19 pandemic in a higher education setting in London, UK. We also explore the notion of belonging-not-belonging as a cultural, material and embodied construct, inspired by critical pedagogy. We draw on posthumanism, new materialism, intercultural studies, (auto-)ethnography and creative practice research as possible lines of flight in deconstructing the dichotomy between home and a ‘foreign’ territory-other-than-home that sits at the core of intercultural discourses. We present this project as a possible alternative discourse to (un)do more traditional considerations of home-making as a much more complex construct; in the encounter with new territories, humans and other-than-human artefacts, objects, machines and landscapes, we argue that home-making is a continuous, never-finished process that moves the learner and their teachers continuously. We aim to bring to the forefront new emerging considerations of intercultural studies at the intersection with interdisciplinary, cross-disciplinary and cross-institutional discourses, breaking away from a more traditional and neoliberal view about what belonging means within the context of higher education.
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Contribution of Choir Practices to the Integration Process of Immigrant StudentsThis study aimed to identify to what extent the choirpractices implemented in schools contributed to the integration process of immigrant students. In this study, action research, one of the qualitative research methods, was used as the research design and homogeneous sampling method. It is one of the purposeful sampling types, as the sample group. A questionnaire form consisting of 12 open-ended questions and a demographic information form with three questions were applied to the study group. Content analysis was used to analyze the interviewdata. In line with the findings obtained in this study, it was found that the choir practices implemented in schools contributed to the sense of belonging of immigrant students and their recognition in their social environment. The choir practices generated positive emotions that supported students’ self-confidence, personal and spiritual development. It was revealed that choir practice had positive contributions to students' Turkish reading, writing, and speaking skills, the development of their vocabulary, acquisition of cooperative working habits and family and peer relations. In line with these results obtained, it was also found that some of the participants included in the choir practice were exposed to peer bullying.
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Expanding Access to Undergraduate Higher Education for China's Ethnic Minority PopulationsChina has one of the world’s oldest and largest sets of minority affirmative action policies, which provide 125 million individuals from recognized ethnic minority groups with preferences in family planning, school admissions, employment, business financing and taxation, and financial subsidies. This paper aims to examine how China implements preferential policies for ethnic minority undergraduate applicants to its higher education institutions. Policies of preferential admissions in China are designed to compensate for inequalities in educational opportunity among different ethnic groups. This compensatory approach is based on the concept that equal treatment of differently situated groups may itself create inequality. Yet preferential policies alone will not eliminate inequities in educational attainment, if preferential policies did not exist, however, competitive examinations and the meritocracy principle would have retained the status quo and perpetuated existing (dis)advantages. Well-focused, high-leverage preferential policies can produce significant and enduring changes, but they will demonstrate limited success unless they are part of a larger, system-oriented, and far-reaching socioeconomic development strategy.
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Shaping Learning and Teaching with Eke PanukuIn this presentation, we will delve into the collaborative learning and teaching methodology implemented in the Bachelor of Media Design, fostering a symbiotic relationship between learners and the local council to facilitate practice-led projects. The aim was to craft immersive, multi-sensory experiences utilizing various technologies. These projects underwent a comprehensive cycle of pitch presentations to both the local council and industry panels. The iterative process involved regular meetups where insights from discussions and feedback were meticulously documented, serving as pivotal notes for refining the project concepts and enhancing prototypes leading up to the final pitch. The dynamic learning and teaching environment necessitates active involvement from the lecturer, involving hands-on participation throughout the entire process. This includes troubleshooting technical issues and engaging in ideation sessions with students to ensure the seamless progression of the projects.
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O papel da educação visual, estética e artística na construção de uma identidade culturalA presente dissertação analisa os resultados de uma pesquisa cujo propósito foi o de 
 conhecer o papel da educação visual, estética e artística na construção de uma Identidade 
 Cultural. Defendemos que estas áreas, nas suas múltiplas vertentes, auxiliam a aprimorar o 
 pensamento crítico e criativo de cada sujeito, contribuindo para o desenvolvimento cultural
 de cada individuo, seja através da criação de novos valores pessoais; seja através do
 conhecimento de outras culturas existentes no mundo; seja através da valorização das 
 próprias diferenças culturais; seja construindo ligações ao passado; seja conhecendo e 
 desenvolvendo a sua própria cultura, ampliando, nesse processo, as capacidades de 
 compreensão e criatividade. Deve-se, assim, dar uma maior ênfase às Artes Visuais no 
 sistema educativo, através da experiência estética e artística que, através das suas variadas 
 manifestações e modos de intervenção, favorecem a criação e a expressão, reconhecendo a 
 sua importância como valor imprescindível ao desenvolvimento do ser humano. Só por esta 
 via o estudante consegue reconhecer e dar valor a formas artísticas de diferentes culturas e 
 criar a sua própria identidade, porque o desenvolvimento cognitivo de um individuo só é 
 completo quando abrange todo este enriquecimento estético-artístico e cultural. Nesta 
 dissertação procede-se à análise de uma situação concreta neste âmbito, no contexto do 
 Atelier Gatafunhos, um projeto educativo inserido no projeto PORTA33, através de uma 
 observação direta participante, a fim de avaliar o comportamento de crianças e o impacto 
 nestas de uma iniciativa educativa baseada nos princípios enunciados. Esta análise tem o 
 objetivo de permitir o ensaio de algumas conclusões fundamentais para a nossa investigação, 
 baseada na coleta e análise de dados concretos. Desta forma, pretendemos demonstrar que o 
 ensino das Artes Visuais é uma via fundamental para a construção de uma Identidade 
 Cultural, mais coesa e autêntica.
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Social bookmarking pedagogies in higher education: a comparative studyThis paper compares two projects that adopted social bookmarking (SB) technology in different educational contexts at the same institution, a large, research-intensive university in the north of England. The first study used social bookmarking in a multicultural postgraduate class to increase interactivity within the whole class and to produce an archive of course-related online resources to engage potentially isolated students. The second study used social bookmarking to support first year undergraduate students’ independent research activities, to facilitate collaboration and to aid the tutor’s preparation for seminar classes. The paper provides an outline of the two studies, including a description of the pedagogic approaches adopted in them, developments in the pedagogy over time and evaluative and usage data that were collected. The discussion focuses on five main issues: SB literacy; SB benefits; SB costs and risks; SB pedagogy; and SB alternatives.
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Reflexiones sobre la educación comunitaria: una mirada alternativa a la educación formal<p><span>La educación comunitaria es un constructo decolonial y liberadora, una alternativa y contraposición sociocrítica al modelo educativo formal impuesto por los gobiernos como el único camino estándar que un estudiante debe seguir para educarse, negando así las otras formas de aprender, de percibir e idear el mundo. El estudio propone repensar la realidad educativa vigente en relación a la categoría de educación comunitaria desde las epistemologías del Sur. La metodología quedó enmarcada en el enfoque cualitativo hermenéutico, siendo el núcleo de la investigación la revisión bibliográfica de un conjunto de artículos, libros y otras fuentes secundarias, que fueron ubicadas en motores de búsqueda como Google Scholar y demás sitios indexados. Para la revisión bibliográfica, la búsqueda de información se dio a través de los descriptores preconcebidos y la teoría general empleada en el estudio. Los resultados demuestran que la educación comunitaria es una categoría emergente y ampliamente enmarcada en el pensamiento de Paulo Freire, Boaventura de Sousa Santos, Walter Mignolo, Enrique Dussel, Aníbal Quijano, Silvia Rivera Cusicanqui y Edgardo Lander. Es bajo ese marco teórico que se concibe a la educación comunitaria como una alternativa educativa que promueve la aceptación de la diversidad cultural y el fortalecimiento de la identidad cultural de los niños, niñas, adolescentes y jóvenes, esto a razón de que el conocimiento local en ellos ha ido perdiendo vigencia e importancia, por efecto e influencia de la modernidad y la globalización.</span></p>
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Equity Chop It Up Scholars • “When people stop being polite…and start getting real!”In this workshop, participants will engage in a re-envisioned interactive format with scholars on equity and valuable insight into the challenges we find ourselves in. Peter Ferguson will guide attendees through an intergenerational engagement, elevating scholars' voices in real dialogue around equity, civility, justice, and kindness and their connection to teaching/learning initiatives.
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Exploring the implications of university campuses as intercultural spaces through the lens of social justiceUCL Press, 2024-01-01The internationalisation of higher education presents an increasingly urgent need to explore how universities can become more welcoming places for all students. Top-down implementation of widening participation and the inclusion of a more diverse and less prepared student population in higher education have led to social and academic exclusion, with systems failing to accommodate this change to support the less prepared intakes. Academic and social/cultural drivers are the key areas for bottom-up implementation of internationalisation strategies to support this influx and change in student profile. However, institutionalised separation of home and international students for academic support and language development provision, and separation of this support from subject disciplines, have increased the obstacles that block inclusive practice. An internationalised campus involves both top-down institutionalised intervention and bottom-up intervention of the academic self, enabling the potential for intercultural construction within and between communities, and promoting agency of the self in connection with others to enact change. Viewing university campuses as intercultural spaces that all students and staff need to navigate and inhabit has implications that this article explores through the lens of social justice and from the bottom-up perspective of language development provision, within the field of English for Academic Purposes, in an arts-based university.
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A Narrative Study of Cultural Identity Construction of African Refugee College Students in the MidwestThis presentation was given at the 2021 AERA Virtual Annual Meeting held online April 8-12, 2021.
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Una mirada a la Educación Superior Inclusiva en LatinoaméricaThe objective of this review was to recognize the research and experiences that arise in Higher Education Institutions in relation to diversity and inclusion. The results urge to review and to transcend the approaches that currently govern the design of educational processes in Higher Education, especially those aimed at restoring the rights of vulnerable populations in order to strengthen inclusive education and to guarantee the constitutional right to a quality education that dignifies and allows the full participation of these groups, reflected in the implementation of programs that enable educational inclusion in Universities.
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IMPLEMENTASI BUDAYA AKADEMIK MAHASISWA PRODI PAI UNIVERSITAS PEMBANGUNAN PANCA BUDI DALAM MEMBENTUK KOMPETENSI CALON GURUImplementasi budaya akademik di kalangan mahasiswa menjadi tantangan yang kompleks di Universitas Pembangunan Panca Budi Medan. Kesiapan mahasiswa PAI membentuk kompetensi calon guru memiliki tingkatan problematika yang bervariasi dalam menghadapi tuntutan akademik. Mahasiswa belum mampu membuka dan menutup pembelajaran, tidak mampu memilih dan memilah materi yang akan di ajarkan dan tidak menguasai materi perkuliahan. Oleh sebab itu penelitian ini bertujuan untuk: (1) Mendeskripsikan implementasi budaya akademik mahasiswa Prodi PAI. (2) menganalisis kendala dan solusi implementasi budaya akademik mahasiswa Prodi PAI. (3) Menganalisis implikasi budaya akademik mahasiswa Prodi PAI terhadap pembentukan kompetensi calon guru di Universitas Pembangunan Panca Budi Medan. Penelitian ini menggunakan jenis penelitian kualitatif dengan menggunakan pendekatan sosiologi pendidikan, analisis sasarannya adalah semua yang terlibat dalam implementasi budaya akademik mahasiswa PAI.Teknik pengumpulan data menggunakan wawancara, observasi dan dokumentasi. Pemeriksaan keabsahan data menggunakan triangulasi. Sedangkan teknik analisis data melalui tahapan kondensasi data, penyajian data, dan penarikan kesimpulan dan verifikasi. Hasil penelitian ini menunjukkan bahwa: (1) Implementasi budaya akademik di Prodi PAI Universitas Pembangunan Panca Budi Medan dalam upaya membentuk kompetensi calon guru, telah diwujudkan melalui implementasi budaya kedisiplinan dalam studi, kerja sama, budaya membaca, budaya meneliti, penulisan makalah dan artikel, diskusi ilmiah dan etika akademik. (2) Kendala dan solusi implementasi budaya akademik di Prodi PAI di Universitas Pembangunan Panca Budi Medan, berupa: adanya keterbatasan sumber daya, penghindaran etika akademik, resistensi terhadap perubahan, dan kurangnya kualifikasi profesional dosen. Sedangkan solusi dalam mengatasi kendala implementasi budaya akademik mahasiswa PAI adalah, pihak Prodi memberikan pelatihan dosen profesional, memberikan bimbingan akademik kepada mahasiswa setiap awal semester, dan memberikan sanksi kepada mahasiswa yang melanggar norma akademik. (3) Implikasi budaya akademik mahasiswa PAI terhadap pembentukan kompetensi calon guru di Universitas Pembangunan Panca Budi Medan yaitu memiliki dampak signifikan dalam membentuk kompetensi calon guru. Budaya akademik mengajarkan mahasiswa untuk memiliki tanggung jawab dan dedikasi yang tinggi terhadap proses pembelajaran, sehingga guru yang dihasilkan cenderung memiliki komitmen yang kuat terhadap tugas mereka dalam mengajar, sehingga berkontribusi dalam pembentukan kompetensi calon guru yang kompeten
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Te Manawaroa Me Whakakaha I Te Mātauranga O Ngā TauiraTo better address and understand Māori students’ retention rates at university, this thesis adopted a kaupapa Māori-inspired approach to explore the resilience strategies Māori students utilise for success. This was achieved through semi-structured interviews that incorporated the use of a novel cultural tool, the Whai Tikanga value card sort, which utilises Māori values to explore relevant topics. Twelve Māori students (age range: 18-44 years) participated in interviews that explored the challenges faced and the strengths used to navigate the university environment. Interviews were transcribed and analysed using thematic analysis. The results shed light on the continued challenges Māori students face in tertiary education, such as navigating cultural conflict, financial issues, and overcoming discouragement. Findings revealed several resilience strategies that Māori students utilise by drawing on personal, interpersonal, and institutional resources, such as family, friends, and a range of intrapersonal traits. These are discussed in relation to traditional Māori values, which emphasise the recognition of Māori concepts as important protective and motivational coping strategies. The research is significant not only because it highlights the challenges Māori students continue to face, but also, more importantly, because it identifies and elaborates resilient strategies for Māori success.