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.

Recent Submissions

  • Intercultural competence: its importance and the need for international mobility

    Florentina Lavinia MATEI (Valahia University Press, 2020-12-01)
    In a society where there is an increasing emphasis on the exchange of experience between students from different cultures, intercultural competence is becoming a necessity in order to respond to the cultural challenges that students face during an international mobility. Knowing the traditions and customs specific to the host country, learning its language, interacting with host members, attitude towards culture, are just some of the main elements of intercultural competence that students must have before contact with a new culture to adapt. much easier and faster at this. In order to identify the opinions, difficulties and obstacles related to intercultural competence, as well as training needs of students, a questionnaire was applied to which 51 Romanian students responded before participating in international mobilities. The analysis of the data shows that greater importance is given to intercultural competence among students aiming to participate in an international mobility internship for the context of today’s society. Respondents also state the need for a minimum of intercultural training before international mobility.
  • Multicultural Competencies of Social Studies Teachers: A Qualitative Study

    Yıldıray KARADAĞ; Alper Kesten; Döndü ÖZDEMİR ÖZDEN (Bielefeld University, 2021-04-01)
    Purpose: Turkey is a country hosting many people of diverse religious beliefs (e.g., Islam, Christianity, and Judaism) and a great variety of ethnic origins (e.g., Turks, Greeks, Armenians, Slavs, Arabs, Romanians and Kurds). It is also subject to continuous migratory flows from neighboring countries and beyond. Due to these factors, it has become increasingly evident that a more multicultural educational approach is warranted. In this study, researchers analyzed the level of competency in teachers required for the implementation of such approaches within the framework of individual/personal, classroom, and institution/school levels in order to identify the capabilities of social studies teachers’ multicultural competencies.  Method: In this study, researchers used a basic qualitative research design. Using a semi-structured interview technique, one-on-one interviews were conducted with 16 teachers from 8 schools with different socio-economic backgrounds and foreign student numbers. The data was analyzed with a thematic analysis approach.  Findings: What was found in the course of the work? This will refer to analysis, discussion, or results. The findings of the study showed that teachers’ multicultural competencies were weak in individual/personal, institutional/school levels and in the integration of cultural characteristics into teaching at the classroom level. However, participating teachers indicated stronger multicultural competencies in other subcategories of the classroom level. 
  • The Education System in the French Departments of America: French Guiana, Martinique and Guadaloupe

    École supérieure du professorat et de l'éducation - Académie de Martinique (ESPE Martinique) ; Université des Antilles (Pôle Martinique) ; Université des Antilles (UA)-Université des Antilles (UA); Centre de recherches et de ressources en éducation et formation (CRREF) ; Université des Antilles (UA); Université des Antilles (Pôle Martinique) ; Université des Antilles (UA); Université des Antilles (UA); Institut national supérieur du professorat et de l'éducation - Académie de Martinique (INSPÉ Martinique) ; Université des Antilles (Pôle Martinique) ; Université des Antilles (UA)-Université des Antilles (UA); Sociétés Traditionnelles et Contemporaines en Océanie (EA 4241) (EASTCO) ; Université de la Polynésie Française (UPF); Centre interuniversitaire d'études et de recherches autochtones (CIERA) ; Département d'Anthropologie, Université Laval, Québec; Jornitz Sieglinde; Marcelo Parreira do Amaral; Alì, Maurizio (HAL CCSDSpringer International, 2020)
    International audience
  • Spoken Barriers: The Effects of Spanish-English Interpretation Within the United States Health System

    Lounsbery, Michelle (DigitalCommons@University of Nebraska - Lincoln, 2021-03-19)
    In recent times the prevalence of the Spanish language in the United States has been on a steady incline, and the language barrier created between patients and providers is only growing. Studies display a direct relationship between communication barriers formed by insufficient interpretation methods and negative patient outcomes due to a lack of understanding. This study will evaluate of the effects of Spanish-English interpretation in the United States health system as well as review the significance of direct patient-provider communication and how to improve these methods. Research methods will involve the use of other accredited academic literature and studies, as well as pulling demographic data from both local and national sources. The aim of the study is not to formulate a new study, but to build off of previous research to raise awareness and provide analytical recommendations. Based upon the findings of this study, it can be inferred that interpretive services, when offered and effective, have the ability to improve patient satisfaction while minimizing language barriers and other affiliated disparities in the U.S. health system.
  • Breaking Barriers and Bread to Build Bridges: How do Latina/o families and schools develop meaningful home-school relationships?

    Shappell, Cathy A (Research Commons at Kutztown University, 2021-03-29)
    There is a plethora of research that shows parental engagement is a key contributor to student success. The Latina/o population is the fastest-growing demographic group in our country. Statistical evidence supports that by the year 2050, one out of every three students in our public schools will identify as Latina/o (National Center for Education Statistics, 2019). Latina/o parents overwhelmingly identify education for their children as a top priority and hope to engage with schools to help improve the educational system and advocate for the needs of their children. However, there are significant barriers that still exist including language, logistical issues, and a lack of understanding of the operation of a school. The recent global pandemic has brought parent engagement to the forefront of our educational crisis, with parents becoming the teachers. We are sitting on the precipice of educational transformation. The time is now for families and schools to break bread, break barriers, and build bridges to unite as one through meaningful home-school relationships.
  • Arts and Health Promotion

    Springer NatureSpringer, 2021-04-20
    This open access book offers an overview of the beautiful, powerful, and dynamic array of opportunities to promote health through the arts from theoretical, methodological, pedagogical, and critical perspectives. This is the first-known text to connect the disparate inter-disciplinary literatures into a coherent volume for health promotion practitioners, researchers, and teachers. It provides a one-stop depository for using the arts as tools for health promotion in many settings and as bridges across communities, cultures, and sectors. The diverse applications of the arts in health promotion transcend the multiple contexts within which health is created, i.e., individual, community, and societal levels, and has a number of potential health, aesthetic, and social outcomes. Topics covered within the chapters include: Exploring the Potential of the Arts to Promote Health and Social Justice Drawing as a Salutogenic Therapy Aid for Grieving Adolescents in Botswana Community Theater for Health Promotion in Japan From Arts to Action: Project SHINE as a Case Study of Engaging Youth in Efforts to Develop Sustainable Water, Sanitation, and Hygiene Strategies in Rural Tanzania and India Movimiento Ventana: An Alternative Proposal to Mental Health in Nicaragua Using Art to Bridge Research and Policy: An Initiative of the United States National Academy of Medicine Arts and Health Promotion is an innovative and engaging resource for a broad audience including practitioners, researchers, university instructors, and artists. It is an important text for undergraduate- and graduate-level courses, particularly in program planning, research methods (especially qualitative methodology), community health, and applied art classes. The book also is useful for professional development among current health promotion practitioners, community nurses, community psychologists, public health professionals, and social workers.
  • ICT for intercultural competence development

    Ángela Mª Larrea Espinar; Antonio R. Raigón Rodríguez; Mª Elena Gómez Parra (Fundación Española para la Ciencia y la Tecnología (FECyT), 2012-01-01)
    En este nuevo siglo, existe una verdadera necesidad de comunicarnos satisfactoriamente con personas de otras culturas. Los docentes somos responsables de la formación intercultural del alumnado. Es más, los profesores de inglés tenemos mayor peso en esta capacitación puesto que nuestro aula es el lugar perfecto para el desarrollo de habilidades comunicativas interculturales. Asimismo, debemos tener presente que los avances tecnológicos han ejercido una influencia determinante en la enseñanza del inglés. Por tanto, este artículo aboga por el uso de Internet como instrumento eficaz en la formación intercultural del alumnado. Así, presentaremos las páginas web y los recursos más útiles para el desarrollo de las competencias interculturales del alumnado.
  • Education of Romanieducation assistants as a condition of social inclusion of Romani society in Poland

    Bogumił SOBCZYK; Jolanta SZEMPRUCH; Jarosław CHMIELEWSKI (Łukasiewicz Research Network – The Institute for Sustainable Technologies, 2018-06-01)
    The analysis of the literature on the subject and statistics shows that the Romani are the least socially integrated minority and are not always prepared to function efficiently in the increasingly complex reality of the modern world. The low level of education among the Romani, which prevents access to the labour market, and the resulting lack of or minimum economic autonomy, is the reason for this group being socially disliked by the majority society and is the basis for the manifestation of its discrimination. Raising the level of Romani education which would allow them to enter the labor market is a condition for changing this situation. Without strengthening this factor, all other accompanying activities will have low efficiency. Therefore, the authors emphasize the need to educate Roma teaching assistants as one of the basic pillars of strengthening the integration of the Romani with the majority society.
  • Farefuld sejllads og kulturelle forviklinger:Grundlæggelsen af Danmarks første koloni i 1620

    Fihl, Esther (2020-05)
    I det danske Rigsarkiv opbevares en lang rapport skrevet af
  • Farefuld sejllads og kulturelle forviklinger:Grundlæggelsen af Danmarks første koloni i 1620

    Fihl, Esther (2020-05)
    I det danske Rigsarkiv opbevares en lang rapport skrevet af
  • Digital Lifelong Learning and Higher Education: multicultural strengths and challenges in pandemic times

    Ana Ivenicki (Fundação CESGRANRIO, 2021-04-01)
    The paper aims to discuss digital learning for lifelong learning at the university level in Brazil, taken as a case study. It is structured in the following way. It presents concepts of digital learning in multicultural approaches within lifelong paradigms. It then presents a cursory look at Brazilian educational policies in that area, particularly focusing on the role of the Universidade Aberta (Open University) in Brazil. Lastly, it discusses digital learning in the context of the onset of the COVID-19 pandemics in Brazil. It tries to gauge the impediments and the challenges that may jeopardise a multicultural potential in educational policies, particularly focusing on government political directives as well as responses from university associations and from a public university. It concludes, by presenting possible ways ahead for reflections and contributions in the area.
  • Programas comunitarios de educación audiovisual como alternativa al aprendizaje-servicio en el extranjero

    García, Jorge; Pierce, Joseph M.; Zambrano, Alejandra (Digital Commons @ IC, 2013-01-01)
  • Narrativas sobre diversidad cultural y migración en escuelas de Chile

    Stang Alva, María Fernanda; Riedemann Fuentes, Andrea; Stefoni, Carolina; Corvalán Rodríguez, Javier (2021)
    This article explores from the critical interculturality the main tenets of the narrative accounts by different school actors in Chile (teachers,assistants,directors) regarding the challenges that the multiculturality poses to the teaching practice.This work is based on a qualitative study developed in five schools in three different neighborhoods of the Metropolitan Area (Independencia,Recoleta and Quilicura).The tenets identified are framed under two general discursive types:a first one,driven towards assimilation and universalization;a second one,related to the tolerance and hybridity. Both types provides a functional view of the interculturality that must be questioned by taking into consideration the pedagogical practices where they become materialized.
  • Les défis du Lean à l’ère de la mondialisation et de l’industrie 4.0.

    Compiègne; Eynard, Benoît; Vinardi, Carine (2019-08-29)
    Les entreprises multinationales ou transnationales, dont le nombre ne cesse d’augmenter, présentent la particularité d’avoir des salariés présents sur les différents continents, travaillant avec des rythmes et des cultures différentes. Dans le cadre des activités des entreprises, de plus en plus de salariés sont amenés à travailler en équipe multiculturelle et délocalisée. Ces mêmes entreprises sont à la recherche des meilleures performances opérationnelles et le déploiement de la démarche Lean est un levier reconnu d’obtention des meilleures performances de manière pérenne et ce depuis des dizaines d’années. En parallèle, depuis le développement d’internet et des nouvelles technologies, de nouveaux outils deviennent disponibles pour collecter et analyser les données ou encore pour produire. Au sein des entreprises et alors que les impacts sont souvent traités de manière séparés, c’est bien de manière systémique et en même temps qu’interagissent les dimensions culturelles, le déploiement du Lean et la mise en œuvre des outils liés à l’ère numérique. Dans un soucis ultime performance pérenne, c’est bien l’efficacité du système dans sa globalité dont il est question. Ce mémoire propose de faire un état des lieux séparé puis synchronisé et de proposer une aide à l’évaluation et à la mise en œuvre cohérente de l’ensemble des trois éléments.
  • Languages in the Avenida Lourenço Peixinho in Aveiro: educational potential to raise awareness of linguistic and cultural diversity

    Sara Santos; Susana Pinto (Universidade de Aveiro, 2019-12-01)
    Acknowledging the educational potential of linguistic landscapes, this paper sets out to: - identify the foreign languages present in the Avenida Lourenço Peixinho in Aveiro (Portugal) and the linguistic landscape signs in which they appear; - propose an interdisciplinary set of activities for the exploration of the linguistic landscape in the Avenida. To address these aims, an exploratory case study was conducted. Photographic data was collected in the Avenida and it was subject to content analysis. The analysis of the linguistic landscape displayed shows that English is the foreign language with the greatest presence and that the diversity of languages is low with a scarce presence of immigration languages such as Chinese. This exploratory experience was the basis for the creation of an interdisciplinary set of pedagogical activities (involving English, Spanish, History and Geography subjects) aimed at secondary education, providing some suggestions to explore linguistic landscapes as educational resources for the purposes of increasing students and educational community’s awareness concerning linguistic and cultural diversity.
  • The Politics of Diversity in Music Education

    Springer NatureSpringer, 2021-04-20
    This open access book examines the political structures and processes that frame and produce understandings of diversity in and through music education. Recent surges in nationalist, fundamentalist, protectionist and separatist tendencies highlight the imperative for music education to extend beyond nominal policy agendas or wholly celebratory diversity discourses. Bringing together high-level theorisation of the ways in which music education upholds or unsettles understandings of society and empirical analyses of the complex situations that arise when negotiating diversity in practice, the chapters in this volume explore the politics of inquiry in research; examine music teachers’ navigations of the shifting political landscapes of society and state; extend conceptualisations of diversity in music education beyond familiar boundaries; and critically consider the implications of diversity for music education leadership. Diversity is thus not approached as a label applied to certain individuals or musical repertoires, but as socially organized difference, produced and manifest in various ways as part of everyday relations and interactions. This compelling collection serves as an invitation to ongoing reflexive inquiry; to deliberate the politics of diversity in a fast-changing and pluralist world; and together work towards more informed and ethically sound understandings of how diversity in music education policy, practice, and research is framed and conditioned both locally and globally.
  • Executive Function in Late Childhood and Adolescence: Cultural Contrasts, Correlates, and Consequences

    Xu, Chengyi (University of CambridgeDepartment of PsychologyNewnham, 2021-04-20)
    The capacity to resist temptations, think outside the box, mentally work with information, and make plans, referred to as executive function (EF), has fascinated developmental psychologists over the past few decades. The development of EF appears to be susceptible to environmental input and underpins a range of important outcomes, including but not limited to school readiness and academic learning. Unfortunately, the evidence is based almost exclusively on studies conducted in Western countries, with cross-cultural research being largely restricted in developmental scope to the preschool and early primary school years. Capitalising upon a large-scale study of 9- to 16-year-olds and their parents living in Hong Kong (n = 371; Mage = 12.21 years, SD = 0.99) and England (n = 487; Mage = 11.91 years, SD = 0.93), this thesis sought to extend the existing literature by recruiting a comparison group from mainland China (n = 453; Mage = 11.89 years, SD = 0.87) and by applying a latent variable modelling approach to examine (i) cultural contrasts in, (ii) correlates of, and (iii) consequences of EF in late childhood and adolescence. Both children and parents completed four computerised tests of EF (providing measures of inhibition, cognitive flexibility, working memory, and planning). Children also completed a short questionnaire booklet and a battery of tasks designed to measure numeracy, literacy, and general intelligence. To evaluate the role of mind-mindedness (defined as parents’ propensity to view their children as mental agents; e.g., Meins, 2013) in non-Western countries, 118 Chinese parents provided a 5-minute speech sample. The validity of applying the computerised EF-task battery in different cultural settings has been strengthened by tests of measurement invariance. Consistent with previous reports (e.g., Ellefson et al., 2017), the East Asian advantage in EF was developmentally persistent. Latent factor means were substantially lower for British children than their peers from either mainland China or Hong Kong, with a significant but smaller contrast between the latter two groups. In the mainland China site, self-reported computer use was unrelated to individual differences in children’s performance on online tests of EF, indicating that the observed between-country differences are unlikely to simply reflect peripheral effects of task modality. Particularly novel, variation in children’s EF accounted for the links between parental provision of structure and academic achievement in the Chinese sample on the one hand, and between parental autonomy support and academic achievement in the British sample on the other hand, suggesting that the relative salience of distinct aspects of parenting is culturally specific. Expanding a growing body of research into the sources of the learning gap between East Asia and the West, the current study revealed that contrasts in children’s EF and use of self-regulated learning strategies contributed to cross-cultural differences in academic achievement. Lastly, Chinese parents’ mind-mindedness (but not positivity) showed unique associations with children’s numeracy and literacy above and beyond both parent EF and child EF. Path analyses demonstrated that mind-mindedness served as a mechanism by which socioeconomic status shaped maths performance. The findings are discussed in terms of theoretical and practical implications for scholars and educational professionals.
  • Iberoamérica en los currículos autonómicos de Ciencias Sociales de Educación Primaria: ¿realidad educativa o declaración de intenciones?

    Universidade de Santiago de Compostela. Departamento de Didácticas Aplicadas; Ortega Sánchez, Delfín; Rodríguez Lestegás, Francisco (Universitat de València, 2021-04-23)
    El presente estudio pretende aproximarse a la determinación curricular de la dimensión iberoamericana, así como a sus implicaciones culturales identitarias, mediante el análisis de los planteamientos y enfoques prescritos en las nuevas disposiciones autonómicas de la LOMCE para la Educación Primaria en España. Asimismo, revisa la presencia y potencial adopción de perspectivas interculturales en la enseñanza de la Historia, y específicamente de la iberoamericana, para este nivel educativo.
  • INCORPORATING CULTURAL FACTORS IN EFL CONTEXT

    Aam Alamsyah; Mutaat Mutaat; Radik Darmawan (University of Kuningan and Association of Indonesian Scholars of English Education (AISEE), 2019-12-01)
    This study highlighted the issue of the incorporation of English cultures, cultural preference and diversity in relation to the students� English program. The need to analyze the students� perception is imperative since the students are considered as one of the most important factors in determining the success or failure of their own learning process.� The respondents recruited for the present study were 80 part-time college students of different departments (i.e., Literature, Informatics, and Accounting). The use of mixed method aimed to elicit more elaborate data on the students� perceptions toward the above issues. The instruments used in the present study were questionnaires and semi-structured interview. During the data collection, the questionnaire, and interview were administered within the same day. The results indicated that the students� perception toward the incorporation of English culture was ambivalent.� Of the 80 participants, there were only 48 students who voiced to agree and to strongly agree with the exposure; while the rest of the participants did not seem to agree. It was also found that most of the students preferred to learn Asian cultures instead of western ones. The most noticeable determinants affecting their preference were mainly the popularity of Asian cultures exposed on various media as well as their jobs which mostly involved Asian employers (Japanese, Korean, etc.). They were also found to appreciate the exposure conducted by the teacher as one of the relevant activity when learning foreign language. English grammar and vocabulary are skills to prioritize when speaking with Asians, and they did not find pronunciation important to support communication among them.
  • Project-Based Assessment in Teaching Intercultural Communication Competence for Foreign Language Students in Higher Education: A Case Study

    Hong-Thu Thi Nguyen* (RU Publications, 2021-04-01)
    As a part of learning process, project-based assessment (PBA) is determined to be a potential approach in higher education evaluation that focuses on developing the important objectives related to critical thinking, team working and problems solving skills. The aim of the paper is to find out students’ reflection and teachers’ beliefs towards using this project-based assessment method in teaching Intercultural Communication Competence (ICC). To collect the data, a project-based assessment design was applied for 124 English major students at B University in the 9 weeks ICC course. This project was implemented from the beginning of the course, and at the end of the course, learners’ products were performed with specific activities regarding culture knowledge competition, online cultural community activities, talent performance, situational judgment ability, and eloquence skills. In addition, a set of questionnaires were delivered to the participants, plus the interviews with 36 teachers who have taught culture-related subjects from the universities in Vietnam, Thailand and Malaysia. The findings revealed that although there were certain challenges, using project-based assessment in teaching culture had satisfactory effects on students’ intercultural competence, problem- solving skills, critical thinking, and learning motivation.

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