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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  • Hacia una perspectiva transdisciplinaria de la Universidad Pública en Abya Yala

    Nunez Madrazo, Maria Cristina; Cervantes, Isabel Castillo (Universidade de São Paulo - Programa de Pós-graduação em Integração da América Latina, 2020-07-01)
    No contexto da crise de civilização pela qual a região está passando atualmente, fazemos uma reflexão crítica sobre: o significado e o papel da universidade pública, às formas racionalistas predominantes na construção do conhecimento, assim como a relevância da universidade no contexto das sociedades colonizadas, fragmentadas e excludentes. Neste campo de discussão, surge a necessidade de uma profunda transformação epistemológica, ética e política da universidade pública, colocando-a como uma instância de educação capaz de gerar outras epistemes, sustentadas no diálogo e na ecologia de saberes.  A perspectiva transdisciplinar é explorada como uma ferramenta metodológica para empreender novas formas de gerar conhecimento para a justiça cognitiva, social e cultural. Compartilha-se um projeto de formação e pesquisa através do qual visa gerar formas colaborativas de criação de conhecimento e ação da universidade. Conhecimento, arte, território e comunidade são categorias centrais que têm delineado o sentido e a postura ético-política de projetos concretos desenvolvidos a partir da práxis transdisciplinar, que transcendem as formas de conhecimento cristalizadas e detonam processos participativos, do diálogo intercultural, criando experiências de resistência para ser y fazer comunidade em contextos glocais específicos.
  • The accommodation of multilingualism through blended learning in two Information Technology classes

    Jako Olivier (University of the Free State, 2013-12-01)
    The South African society can be described as culturally diverse and multilingual. However, despite the advantages of mother-tongue education, English is often chosen as the language of learning and teaching at the cost of the other official languages. This article proposes that multilingualism, through the use of languages other than English in the classroom, could be accommodated through blended learning. Blended learning refers to the blending of traditional instruction methods, such as face-to-face instruction, with online learning. For example, through an evaluation of e-learning tools, it was established that wikis could be used for this study. The empirical research in this article focuses on the establishment and testing of a set of steps for the accommodation of multilingualism by means of blended learning in the subject Information Technology. The research took the form of a sequential embedded mixedmethods design, and both quantitative and qualitative approaches were used. Based on the literature and the empirical investigations, blended learning was implemented through the use of a wiki at two high schools in the Free State province, and the effectiveness of the intervention was tested through a quasi-experimental study. In conclusion, it was found that multilingualism could be accommodated through blended learning.
  • Global South Doctoral Students and University Employment Services: Personalizing the Relationship

    Michael Atkinson (3373508); Clement Sefa-Nyarko (9489272); Gezang Cairang (18197242); Phil Kafcaloudes (18197245); Justin See (9491549); Nicole Pavich (9498188); Atefeh Taghizadeh (9497591); Andrew Ty (8556972) (2023-06-30)
    No description supplied.
  • PERAN MADRASAH LITERASI DIGITAL KOMUNITAS AISNU JOGJA DALAM MEMBENTUK KECAKAPAN LITERASI DIGITAL SANTRI DI PONDOK PESANTREN AN-NUR NGRUKEM YOGYAKARTA

    Ibnu Ubay Dillah, NIM.: 21204012048 (2024-01-05)
    Keadaan santri yang memiliki keterbatasan dalam mengakses perangkat digital di pesantren tentu menjadikan santri sulit memahami literasi digital. Pemerintah Indonesia melalui gerakan nasional literasi digitalnya yang dilakukan oleh Kementerian Komunikasi dan Informatika RI membawa Program literasi digital yang fokus pada empat pilar literasi digital yaitu : 1) Digital skills atau cakap bermedia digital; 2) Digital culture atau budaya bermedia digital; 3) Digital ethics atau etis bermedia digital; dan 4) Digital safety atau aman bermedia digital. Komunitas AISNU Jogja merupakan komunitas santri pegiat media sosial memiliki program madrasah literasi digital berupa kegiatan edukasi yang dilakukan kepada santri. Tujuan penelitian adalah menganalisis peran madrasah literasi digital, kendala madrasah literasi digital dan solusi madrasah literasi digital komunitas AISNU Jogja dalam membentuk kecakapan literasi digital santri di Pondok Pesantren An-Nur Ngrukem Yogyakarta.
 Jenis penelitian yang dilakukan penelitian lapangan (field research) dengan pendekatan kualitatif deskriptif. Subyek penelitian adalah dua pengelola dan 25 santri Pondok Pesantren An-Nur Ngrukem Yogyakarta serta tiga pengurus Komunitas Arus Informasi Santri Nusantara (AISNU) di tingkat nasional dan wilayah Jogja. Pengumpulan data menggunakan teknik observasi, wawancara dan dokumentasi. Analisis data menggunakan kondensasi data, display data dan penarikan kesimpulan/verifikasi.
 Hasil dari penelitian ini menunjukkan bahwa (1) Peran madrasah literasi digital Komunitas AISNU Jogja dalam membentuk kecakapan literasi digital santri di Pondok Pesantren An-Nur Ngrukem Yogyakarta adalah memfasilitasi program pelatihan empat pilar literasi digital kepada santri sebagai bentuk kampanye santri cakap literasi digital. Dapat diketahui melalui isi materi menggunakan modul empat pilar literasi digital yang dikeluarkan oleh Kementerian Komunikasi dan Informatika Republik Indonesia; (2) Kendala internal ditemukan adanya materi modul yang tidak sesuai dengan kondisi santri dalam penyampaian materi dari modul empat pilar literasi digital Kominfo RI yakni pengetahuan dasar berinteraksi, partisipasi dan kolaborasi di ruang digital yang sesuai dengan kaidah etika digital dan peraturan yang berlaku; Distribusi dan partisipasi budaya di ruang digital; dan Memahami keamanan digital bagi anak. Kemudian kendala eksternal ditemukan adanya kebijakan komplek Nurul Huda 1 Pondok Pesantren An-Nur Ngrukem Yogyakarta yang membatasi santri dalam mengakses perangkat digital; (3) Solusi Madrasah Literasi Digital Komunitas AISNU Jogja terhadap beberapa materi indikator yang tidak sesuai dengan kondisi santri tidak disampaikan secara detail tetapi masih disampaikan secara definitif dan Komunitas AISNU Jogja merekomendasikan untuk diagendakannya kegiatan literasi digital santri di Komplek Nurul Huda 1 Pondok Pesantren An-Nur Ngrukem Yogyakarta di luar dari jadwal kegiatan belajar mengajar santri di Pondok Pesantren An-Nur Ngrukem Yogyakarta yang bersifat berkelanjutan. Dampak Madrasah literasi digital komunitas AISNU Jogja adalah menumbuhkan kesadaran santri akan era digitalisasi sehingga membentuk kecakapan literasi digital santri di Pondok Pesantren An-Nur Ngrukem Yogyakarta dengan baik dan tetap memerhatikan kekhasan santri.
  • La falta de aprendizaje de la música popular urbana en las aulas de secundaria de Castilla y León

    Río Lobato, Manuel del; Universidad de Valladolid. Facultad de Filosofía y Letras; de Castro Vázquez, Sergio (2024-03-22)
    El presente trabajo aborda la falta de aprendizaje de la música popular urbana en las aulas de secundaria de Castilla y León a través de un análisis del contexto educativo de dicho género en el currículo escolar. Además, se destaca la importancia de esta forma musical en la educación secundaria, enfatizando los beneficios pedagógicos que ofrece explorando los recursos y materiales disponibles para la enseñanza de este tipo de música. Además, se analiza la relación entre la música popular urbana y la identidad cultural de los estudiantes, y cómo esta música fomenta la valoración de la diversidad cultural y promueve la inclusión y el respeto. Por último, se examina cómo la música popular urbana se convierte en una herramienta de empoderamiento para los estudiantes, permitiéndoles expresar su identidad, generar comunidad y fortalecer su sentido de pertenencia.
  • Pattern of inculcating multicultural values in students at State Senior High School 1 Kendal

    Malik Ridwan Fauzi; Tri Marhaeni Pudji Astuti; Hamdan Tri Atmadja (Universitas Negeri Semarang, 2022-06-01)
    The aims of this study was to analyze the role of schools in inculcating multicultural values, the driving and inhibiting factors for inculcating multicultural values, and the pattern of inculcating multicultural values in State Senior High School 1 Kendal. This research used a qualitative approach to the type of phenomenology. Data collection techniques are interviews, observations, and documentation studies. The results show that schools have a socialization role, providing knowledge about multicultural values; the role of education is to educate and provide an example of multicultural behavior; and the role of evaluation is to provide corrections for violations of multicultural values in schools. The driving factor for the cultivation of multicultural value is an open student family environment, teachers' knowledge of multicultural values, high school curriculum policies that accommodate student differences, as well as school programs that support the cultivation of values. The inhibiting factors are harsh environmental factors, and problematic student family environmental factors and uneven teacher knowledge related to the concept of multicultural education. The pattern of cultivating multicultural values at State Senior High School 1 Kendal is a contribution and additive pattern, by introducing multicultural values in learning indirectly by introducing heroes or figures who come from different cultural, religious and regional backgrounds. In addition, by adapting multicultural values into the material in the subject.
  • PENERAPAN PRINSIP NILAI DAN ETIKA PEKERJAAN SOSIAL DALAM PRAKTIK PEKERJA SOSIAL DI BALAI REHABILITAS SOSIAL PAMARDI PUTRA (BRSPP) YOGYAKARTA

    ABDUL NAJIB, NIM: 1420010003 (2016-04-12)
    Nilai 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.
  • Reflexiones para consolidar la ética intercultural a través de la educación intercultural / Meditate to consolidate the intercultural ethics to inclination of the intercultural education

    Egilde Zambrano van Beverhoudt; Ana Teresa Prieto Sánchez (Universidad de Costa Rica, 2008-08-01)
    El 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.   
  • Learning to be Chinese: colonial-style boarding schools on the Tibetan plateau

    James Leibold (4009505); T Dorjee (17182345) (2023-01-01)
    No description supplied.
  • Integrative Model of Children’s Representations of God in Drawings

    Brandt, Pierre Yves; Dandarova-Robert, Zhargalma; Dessart, Grégory; Muthert, Hanneke; Schaap-Jonker, Hanneke (Springer Science and Business Media B.V., 2023)
    When 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.
  • Is there a place for forgiveness and discomforting pedagogies in the foreign language classroom in higher education?

    Porto, Melina; Yulita, Leticia (Oxford University Press, 2019)
    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.
  • (Un)doing home: exploring home-making and identity – an example of a project in a London higher education classroom

    UCL Press, 2023-09-01
    In 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.
  • Contribution of Choir Practices to the Integration Process of Immigrant Students

    GÜL, Gülnihal; ARICI, Gizem (Aydın Yayıncılık, 2023-04-27)
    This 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.
  • Expanding Access to Undergraduate Higher Education for China's Ethnic Minority Populations

    Zhang, Yuqian; Archer, D. Eric (SIT Digital Collections, 2024-03-01)
    China 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.
  • Shaping Learning and Teaching with Eke Panuku

    Tammie Leong (15324088); Simon Nicholls (15324052) (2021-09-06)
    In 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.
  • O papel da educação visual, estética e artística na construção de uma identidade cultural

    Gouveia, Gonçalo; Ribeiro, Lisandra Romana Araújo (2024-02-29)
    A 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.
  • Social bookmarking pedagogies in higher education: a comparative study

    Andrew Cox (1990264); Nashrawan Taha (17189983); Jamie Wood (17170327) (2014-03-01)
    This 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.
  • Reflexiones sobre la educación comunitaria: una mirada alternativa a la educación formal

    Quispe-Martínez, Dante Euclides; Castillo, Francisco (Latin American Journal of Humanities and Educational Divergences, 2022-06-30)
    <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>
  • Equity Chop It Up Scholars • “When people stop being polite…and start getting real!”

    Ferguson, Peter (Digital Commons@Georgia Southern, 2024-03-04)
    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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