The Cross-Cultural Relevance of Person-Centered Counseling in Postapartheid South Africa

2003 ◽  
Vol 81 (1) ◽  
pp. 48-54 ◽  
Author(s):  
Judora J. Spangenberg
Keyword(s):  
South Africa ◽  
Cultural Relevance ◽  
Cross Cultural ◽  
The Cross

Sociolinguistic and Educational Perspectives on Code Switching in Classrooms

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.

Eysenck's Extraversion, Neuroticism, and Psychoticism Inventory in Turkey

1977 ◽  
Vol 41 (3_suppl) ◽  
pp. 1231-1234 ◽  
Author(s):  
Suroosh Irfani
Keyword(s):  
University Students ◽  
Cultural Relevance ◽  
Cross Cultural ◽  
English Version ◽  
Turkish University Students ◽  
The Cross

128 Turkish university students were given the English version of Eysenck's Extraversion, Neuroticism, and Psychoticism (PEN) Inventory. Results showed the Turkish students scored higher on the Lie and Psychoticism scales than comparable subjects in other national groups. The cross-cultural relevance of these findings was discussed.

The Cross-Cultural Validation to Measure the Needs and Practices of Educators Who Teach Sexuality Education to Learners with a Disability in South Africa

2014 ◽  
Vol 32 (3) ◽  
pp. 279-298 ◽  
Author(s):  
Jill Hanass-Hancock ◽  
Sophie Henken ◽  
Leandri Pretorius ◽  
Liset de Reus ◽  
Wim van Brakel
Keyword(s):  
South Africa ◽  
Sexuality Education ◽  
Cross Cultural ◽  
The Cross ◽  
Cultural Validation

scholarly journals A Threshold Concept and Capability Approach to the Cross-Cultural Contextualization of Western Management Education

2019 ◽  
Vol 44 (1) ◽  
pp. 101-120 ◽  
Author(s):  
Peter Lamb ◽  
Shih-Wei Hsu ◽  
Michal Lemanski
Keyword(s):  
Capability Approach ◽  
Management Education ◽  
Business Schools ◽  
Management Practice ◽  
Cultural Relevance ◽  
Cross Cultural ◽  
Threshold Concepts ◽  
Threshold Concept ◽  
The Cross ◽  
Future Management

This article presents contextualization as a pedagogic response to the issues of cross-cultural relevance associated with Western management education in non-Western contexts, and with regard to the needs and expectations of non-Western students. Building on a synthesis of threshold concepts and threshold capabilities, this article demonstrates in principle how contextualization is a threshold concept that can help educators and students address the issue of relevance. Translation intelligence is introduced as a distinct threshold capability, which can enable the development of the knowledge handling skills necessary for students’ future management practice. This article posits that contextualization and translation intelligence are valuable to business schools and management educators because they address issues of cross-cultural relevance and by facilitating learning beyond content they equip students with skills which can be employed in their future management practice.

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