"Hey, can we make that, please?": Upon Craft as a Means for Cross-cultural Community-Building

Focusing on computer clubs in Germany, this paper studies varied craft-based interventions as facilitators not only for the appropriation of computing concepts, but for engaging young and adult neighborhood inhabitants in activities that enable cross-cultural and technological identity exploration. We show how craft as a method for engaging participants in reflective, collaborative activity is apt to trigger and support community-building in socially and culturally diverse societal contexts.

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MENELUSURI KESANTUNAN BERBAHASA MERENTAS BUDAYA BUYA HAMKA MENGGUNAKAN MODEL PERTUTURAN HYMES DELL

International Journal of Creative Future and Heritage (TENIAT) ◽

10.47252/teniat.v8i1.286 ◽

2020 ◽

Vol 8 (1) ◽

pp. 41-55

Author(s):

NUR IZZLIYANA ADZWA MOHD FARID SUHAIMI ◽

NORDIANA AB. JABAR

Keyword(s):

Community Building ◽

Cross Cultural ◽

Cultural Community ◽

Human Speech ◽

Key Drivers ◽

Fundamental Values

Penulisan ini memperlihatkan kesantunan berbahasa Buya Hamka merentas budaya yang terangkum dalam novel-novel terpilih. Novel-novel terpilih Buya Hamka merupakan sebuah karya yang mana memperlihatkan para pembacanya mengenai kritikan dan kekayaan adat Minangkabau, mahupun nilai-nilai fundamental manusia. Bahasa merupakan sebuah konteks sebagai alat komunikasi sistem perlambangan bunyi yang dihasilkan melalui pengucapan manusia. Buya Hamka menjaga tutur kata, pemahaman budaya dan tradisi yang mendukungi pemikiran aspek bahasa menjadikan naskah- naskahnya mempunyai nilai dan budi kesopanan yang tinggi. Konteks penjagaan bahasa yang diterbitkannya mencakupi kajian dalam menelusuri konsep kesantunan berbahasa Buya Hamka merentas budaya. Pendekatan model bertutur Hymes, Dell digunakan untuk memahami perbualan komunikasi yang unik dalam sesebuah kelompok masyarakat, juga turut memahami hubungan antara budaya dan bahasa serta menganalisis status kedudukan, kuasa dan ketidaksamaan. Namun, bagi mengisi kehendak-kehendak model bercakap tersebut, novel-novel terpilih terlebih dahulu dikaji, diselidiki dan difahami untuk dijadikan sebagai pengerak utama kepada perkembangan kajian, di mana menjadi asas penting kepada pembentukan bahasa masyarakat yang merentas budaya. This article shows the uniqueness of Buya Hamka's language across cultures in selected novels. Buya Hamka's selected novels are a work that introduces his readers to the critique and richness of Minangkabau's custom, as well as human fundamental values. Language is a context as a means of communication of sound systems produced through human speech. Buya Hamka's maintains that his words, cultural understandings and traditions support the linguistic aspects of his texts of high value and courtesy. The context of his published language care includes studies in exploring the concept of Buya Hamka's language across cultures. Hymes Dell's approach to speaking models is used to understand unique communication conversations within a group of people, as well as understand cultural and linguistic relationships and analyze status, power and inequality. However, in order to meet the requirements of the model, selected novels were first studied, investigated and understood to serve as key drivers for the development of the study, which is an important foundation for cross-cultural community-building.

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The end of theological education – is wisdom the principal thing?

Holiness ◽

10.2478/holiness-2015-0002 ◽

2020 ◽

Vol 1 (1) ◽

pp. 21-55

Author(s):

Jane Leach

Keyword(s):

Practical Theology ◽

Theological Education ◽

Church Leaders ◽

Cross Cultural ◽

Cultural Community ◽

The Future

AbstractThis article invites reflection on the theological purposes of the education of church leaders. It is conceived as a piece of practical theology that arises from the challenge to the Wesley House Trustees in Cambridge to reconceive and re-articulate their vision for theological education in a time of turbulence and change. I reflect on Wesley House’s inheritance as a community of formation (paideia) and rigorous scholarship (Wissenschaft); and on the opportunities offered for the future of theological education in this context by a serious engagement with both the practices and concepts of phronēsis and poiēsis and a dialogical understanding of biblical wisdom, as Wesley House seeks to offer itself as a cross-cultural community of prayer and study to an international Methodist constituency.

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Vietnam and the ASEAN Socio-Cultural Community (ASCC): Prospects, Challenges and Opportunities

10.26686/wgtn.17007679 ◽

2021 ◽

Author(s):

◽

Hoa Thi Hai Vu

Keyword(s):

Community Building ◽

National Level ◽

Regional Level ◽

National Interests ◽

Cultural Community ◽

Building Process ◽

Challenges And Opportunities ◽

Unity In Diversity ◽

The Way

<p>Although there is a large literature on ASEAN regionalism, comparatively little attention has been devoted to Southeast Asia’s efforts to build a shared social and cultural community. This thesis examines how the ASEAN Socio-Cultural Community (ASCC) is understood in ASEAN and explores challenges that stand in the way of the Community being realized by its 2015 deadline. The study reviews the origins and response to the ASCC at both the regional level, and at the national level through a case-study of Vietnam’s participation. It argues that although the ASCC is an important component of the ASEAN Community building process and member states have proclaimed their determination to realize the ASCC by 2015, the reality in ASEAN with its “unity in diversity” and “ASEAN Way” norms, means there are many obstacles in the way. Divergent national interests and priorities have led to different priorities in designing and implementing the ASCC Blueprint in the period 2009-2015. The thesis concludes by speculating about the likely scenario for ASCC implementation. It argues that in 2015, the most likely scenario for the ASCC is one in which a nascent ASCC will be formed but with only some of its components in place. ASEAN needs a longer journey to realize its aspiration of a shared socio-culture community.</p>

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A Cross-Cultural Validation of the Learning-Related Boredom Scale (LRBS) With Canadian and Chinese College Students

Journal of Psychoeducational Assessment ◽

10.1177/0734282912443670 ◽

2012 ◽

Vol 31 (1) ◽

pp. 29-40 ◽

Cited By ~ 11

Author(s):

Virginia M. C. Tze ◽

Robert M. Klassen ◽

Lia M. Daniels ◽

Johnson C.-H. Li ◽

Xiao Zhang

Keyword(s):

Measurement Invariance ◽

Culturally Diverse ◽

Chinese Student ◽

Cross Cultural ◽

Chinese College Students ◽

Self Regulated Learning ◽

School Settings ◽

Confirmatory Factor ◽

Cultural Validation ◽

Multigroup Confirmatory Factor Analysis

This study evaluated the psychometric properties of the Learning-Related Boredom Scale (LRBS) from the Academic Emotions Questionnaire (AEQ; Pekrun, Goetz, & Perry, 2005; Pekrun, Goetz, Titz, & Perry, 2002) in a sample of 405 university students from Canada and China. Multigroup confirmatory factor analysis was used to test the factor structure and measurement invariance of the LRBS across cultural settings, after which the relationships between the LRBS, boredom frequency in class, intrinsic motivation, and self-efficacy for self-regulated learning (SESRL) were examined. Results showed evidence of reliability and measurement invariance of the LRBS, and the relationships between the LRBS, boredom frequency, and SESRL were similar across settings. The study thus provided evidence that learning-related boredom is a valid construct across culturally diverse school settings and supported the use of the LRBS in both Canadian and Chinese student populations.

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Sociolinguistic and Educational Perspectives on Code Switching in Classrooms

Advances in Linguistics and Communication Studies - Handbook of Research on Cross-Cultural Approaches to Language and Literacy Development ◽

10.4018/978-1-4666-8668-7.ch014 ◽

2015 ◽

pp. 345-366

Author(s):

James R. King

Keyword(s):

South Africa ◽

Second Language ◽

Contact Zone ◽

Community Building ◽

Cross Cultural ◽

Code Switching ◽

Language Classrooms ◽

The Cross ◽

Split Personality ◽

Cultural Components

In educational contexts, codeswitching (CS) is deployed in a binary fashion. Either CS is a productive strategy (a translanguaging, revisionists' claim), or CS is a “bad habit” signaling linguistic deficits. Some of the variance in understanding CS results from specific contexts. When a second language is used in a content classroom, the productive use of CS as a viable strategy for explication, management, and community building may also suffer from confusion. Yet, CS in language classrooms is a concern for teachers. Confusion emanates from two theoretical accounts for CS (structural and functional). For educational uses, CS suffers from this “split personality,” with resolution found in a “contact zone” account. I draw from the cross-cultural and cross-linguistic contexts of South Africa to explain notions of CS, and specifically as CS relates to literacy in some cases. The cross-cultural components play a role in explaining CS as it relates to literacy.

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Dealing With Cross-Cultural Issues in Culturally Diverse Classrooms

Multicultural Instructional Design ◽

10.4018/978-1-5225-9279-2.ch055 ◽

2020 ◽

pp. 1170-1186

Author(s):

Joost Bücker ◽

Rens Bouw ◽

Alain De Beuckelaer

Keyword(s):

Cultural Differences ◽

Research Universities ◽

Cultural Awareness ◽

Culturally Diverse ◽

Business Schools ◽

Institutional Support ◽

Cross Cultural ◽

Cultural Issues ◽

Diverse Classrooms ◽

Teachers And Students

This study examines the extent to which faculties receive support in their coping with the challenge of cultural differences in their international classroom. The authors explore this relationship in eight business schools in Dutch research universities. These cases offer an in-depth description of the problems encountered in cross-cultural interactions, such as development of monocultural groups, lack of proper foreign language understanding, and stereotyping. They also discuss potential solutions in terms of language training, cultural awareness training for both teachers and students, institutional support, and the business school's rationale for internationalization.

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The Role of Faculty Members’ Cross-Cultural Competencies in Their Perceived Teaching Quality: Evidence from Culturally-Diverse Classes in Four European Countries

The Journal of Higher Education ◽

10.1353/jhe.2012.0007 ◽

2012 ◽

Vol 83 (2) ◽

pp. 217-248 ◽

Cited By ~ 9

Author(s):

Alain De Beuckelaer ◽

Filip Lievens ◽

Joost Bücker

Keyword(s):

Culturally Diverse ◽

Teaching Quality ◽

Cross Cultural ◽

Faculty Members ◽

European Countries ◽

Cultural Competencies ◽

Quality Evidence

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Socially inclusive practices in the music classroom: The impact of music education used as a vehicle to engage refugee background students

Research Studies in Music Education ◽

10.1177/1321103x19843001 ◽

2019 ◽

Vol 42 (2) ◽

pp. 248-269 ◽

Cited By ~ 1

Author(s):

Renée Crawford

Keyword(s):

Music Education ◽

Social Inclusion ◽

Culturally Diverse ◽

Critical Role ◽

Case Study Research ◽

Cultural Exchange ◽

Cross Cultural ◽

Inclusive Practices ◽

Music Classroom ◽

The Impact

As schools become increasingly culturally diverse, globalisation and cross-cultural exchange challenge teachers in complex but exciting ways. This article reports on the impact of music education for students in a secondary school in Victoria, Australia. Socially inclusive practices were a focus of the study as the school has a high percentage of young people with a refugee background. A number of school-based musical experiences provided opportunities for cross-cultural exchange and negotiation, and diverse communications are described. Music education was used as a vehicle to engage young refugee background students, which was indicative of three primary themes: personal wellbeing, social inclusion (a sense of belonging), and an enhanced engagement with learning. Key findings from this case study research indicated that a music classroom which fostered socially inclusive practices resulted in a positive transcultural learning space. This research raises important questions about the critical role of music education and the arts in contemporary and culturally diverse school contexts.

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Interventions with Culturally Diverse Populations

The Oxford Handbook of Clinical Psychology ◽

10.1093/oxfordhb/9780199328710.013.023 ◽

2014 ◽

pp. 876-896

Author(s):

Lillian Comas-Díaz

Keyword(s):

Racial Identity ◽

Culturally Diverse ◽

Cross Cultural ◽

Psychological Services ◽

Communication Styles ◽

Psychological Practice ◽

Cultural Integrity ◽

Developmental Theories ◽

Culturally Diverse Populations

This chapter addresses the need for cultural competence in the delivery of clinical psychological services. It advocates for cultural integrity in the adaptation of mainstream psychological practice. The role of cultural mirrors in the psychotherapeutic process is examined, namely, how worldviews, the therapeutic relationship, and communication affect therapy. The centrality of a sociocentric worldview in the delivery of psychological interventions for culturally diverse individuals is emphasized. The chapter discusses the role of cross-cultural therapeutic relationships, including racial identity developmental theories and ethnoracial bias, in addition to communication styles and their impact on clinical practice. The author advocates for the incorporation of ethnic specific therapies into psychological practice, and concludes with a discussion of ethnocultural psychological practice, an approach developed to integrate culture and ethnicity into the delivery of interventions with culturally diverse individuals.

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