The Benefits of Close Intercultural Relationships

1983 ◽  
pp. 521-538 ◽  
Author(s):  
Richard W. Brislin
Keyword(s):  
Intercultural Relationships

Coexistence of Pluralities through Practices of Intercultural Relationships

10.1558/37327 ◽  
2018 ◽  
Vol 2 (2) ◽  
pp. 155-176 ◽  
Author(s):  
Jorge E. Castillo Guerra
Keyword(s):  
Latin American ◽  
Learning Processes ◽  
Intercultural Relationships ◽  
Mutual Learning ◽  
Cultural Orientations ◽  
Intercultural Philosophy

This article investigates how migrants and refugees contribute to forms of co-existence among peoples with different religious and cultural orientations. Drawing on theories of intercultural philosophy and decolonial thinking, the author focuses on transformations of identity and faith among Catholic Latin American migrants in Europe and the United Sates of America. He argues that when these migrants encounter exclusion and uprooting, processes of transformation converge in parish communities. There they create mutual learning processes leading to new intercultural practices such as the deaconry of culture and relationship.

Moving Songs

2019 ◽  
pp. 590-606
Author(s):  
Sally Treloyn ◽  
Matthew Dembal Martin ◽  
Rona Goonginda Charles
Keyword(s):  
Cultural Heritage ◽  
Knowledge Transmission ◽  
Intercultural Relationships ◽  
Cultural Negotiation ◽  
Intercultural Collaboration ◽  
Present Collection ◽  
Intergenerational Knowledge ◽  
Early Phases ◽  
Insight Into

Repatriation has become almost ubiquitous in ethnomusicological research on Australian Indigenous song. This article provides insights into processes of a repatriation-centered song revitalization project in the Kimberley, northwest Australia. Authored by an ethnomusicologist and two members of the Ngarinyin cultural heritage community, the article provides firsthand accounts of the early phases of a long-term repatriation-centered project referred to locally as the Junba Project. The authors provide a sample of narratives and dialogues that deliver insight into experiences of the work of identifying recordings “in the archive” and cultural negotiation and use of recordings “on Country.” The entanglement of local epistemological frameworks with past and present collection, archival research, repatriation, and dissemination for intergenerational knowledge transmission between spirits, Country, and the living, is explored, showing how recordings move song knowledge from community to archive to community and from generation to generation, and move people in present-day communities. The chapter considers how these “moving songs” allow an interrogation of the fraught endeavor of intercultural collaboration in the pursuit of revitalizing Indigenous song traditions. It positions repatriation as a method that can support intergenerational knowledge transmission and as a method to consider past and present intercultural relationships within research projects and between cultural heritage communities and collecting institutions.

Developing business students’ intercultural competence through intercultural virtual collaboration: a task sequence implementation

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Luana Ferreira-Lopes ◽  
Iciar Elexpuru-Albizuri ◽  
María José Bezanilla
Keyword(s):  
Intercultural Competence ◽  
Business Students ◽  
Cultural Knowledge ◽  
Learning Potential ◽  
Task Sequence ◽  
Virtual Collaboration ◽  
Intercultural Relationships ◽  
Pedagogical Strategies ◽  
Content Type ◽  
Undergraduate Business Students

Purpose Allowing for interaction with foreign cultures without the need to travel, intercultural virtual collaboration represents a potential tool to develop business students’ intercultural competence. This study aims to explore students’ perceptions towards the implementation of a research-based task sequence in a project in which undergraduate Business students from Spain collaborated virtually with undergraduate business students from The Netherlands during a semester. More specifically, this paper investigates what intercultural competence indicators were mostly developed by the sequence implemented; how much each task from the sequence in question developed different intercultural competence indicators; and how much students enjoyed participating in each task. Design/methodology/approach Data was collected through after-task reflection questionnaires. A quantitative analysis of Likert-type questions was carried out and open-ended responses were used to illustrate findings. Findings Results reveal that the task sequence developed different dimensions of students’ intercultural competence and, particularly, fostered a positive attitude towards intercultural relationships, increased students’ cultural knowledge and awareness and equipped students with skills to work in diverse teams. It also showed that as complexity grew along the sequence, the average students’ perception of their intercultural competence development tended to decrease. The majority of students’ very much liked participating in the different tasks. Originality/value Designing telecollaborative projects can be very challenging and understanding the learning potential of different pedagogical strategies for virtual collaborative environments can help teachers to take better-informed decisions.

scholarly journals Peers to Peers: Developing a Student-Coordinated Conversation Partner Program

2018 ◽  
Vol 8 (3) ◽  
Author(s):  
Ron Aaron ◽  
Carmen Cedeño ◽  
Elisabeth Gareis ◽  
Lalit Kumar ◽  
Abhinaya Swaminathan
Keyword(s):  
Student Leaders ◽  
Intercultural Relationships ◽  
Team Members ◽  
Faculty Advisors ◽  
Successful Student ◽  
Similar Program ◽  
The Rich ◽  
Conversation Partner ◽  
Meaningful Interaction ◽  
Repeated Contact

The lack of meaningful interaction between domestic and international students is a persistent concern in international higher education. Conversation partner programs are a promising measure to promote the rich and repeated contact necessary for the development of intercultural relationships and communication skills. This article describes the process of launching and managing a successful student-coordinated conversation partner program with no or minimal funding. The five core team members (two faculty advisors and three student leaders) explain why they created or joined the program, their responsibilities, what worked, what was challenging, and what they recommend should other institutions want to start a similar program.

Lessons Learned From 15 Years of Service-Learning

2018 ◽  
pp. 17-40
Author(s):  
Lori Simons ◽  
Lawrence Fehr ◽  
Lake Greene
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Undergraduate Students ◽  
Teacher Education Program ◽  
Lessons Learned ◽  
Learning Program ◽  
Intercultural Relationships ◽  
Problem Solving Skills ◽  
Psychology Course ◽  
Service Experiences

This chapter describes lessons learned from students involved in a service-learning program in an urban school district during the past 15 years. A total of 729 undergraduate students enrolled in an educational psychology course took part in the study. Students completed a survey at the beginning and end of the course. The findings indicate that academic-based service-learning and cultural-based service-learning contribute to different learning outcomes. Academic-based service-learners develop intercultural relationships with service recipients and community partners and acquire an understanding of social disparities in the community while cultural-based service-learners develop interpersonal and problem-solving skills. Students also appeared to make meaning out of their diverse service experiences and acquired a deeper understanding about how social responsibility is part of their role as preservice teachers in their school community. Implications for incorporating CBSL strategies in a teacher education program are discussed.

Lessons Learned From 15 Years of Service-Learning

2021 ◽  
pp. 903-925
Author(s):  
Lori Simons ◽  
Lawrence Fehr ◽  
Lake Greene
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Undergraduate Students ◽  
Teacher Education Program ◽  
Lessons Learned ◽  
Learning Program ◽  
Intercultural Relationships ◽  
Problem Solving Skills ◽  
Psychology Course ◽  
Service Experiences

This chapter describes lessons learned from students involved in a service-learning program in an urban school district during the past 15 years. A total of 729 undergraduate students enrolled in an educational psychology course took part in the study. Students completed a survey at the beginning and end of the course. The findings indicate that academic-based service-learning and cultural-based service-learning contribute to different learning outcomes. Academic-based service-learners develop intercultural relationships with service recipients and community partners and acquire an understanding of social disparities in the community while cultural-based service-learners develop interpersonal and problem-solving skills. Students also appeared to make meaning out of their diverse service experiences and acquired a deeper understanding about how social responsibility is part of their role as preservice teachers in their school community. Implications for incorporating CBSL strategies in a teacher education program are discussed.

scholarly journals The relationship of acculturation expectation “integration” and life satisfaction of the host population: the role of generalized trust

2017 ◽  
Vol 8 (3) ◽  
pp. 85-99
Author(s):  
D.I. Dubrov
Keyword(s):  
Life Satisfaction ◽  
Host Population ◽  
Generalized Trust ◽  
Intercultural Relationships ◽  
Relationship Of ◽  
The Relationship

This article explores the relations between acculturation expectation “integration” and life satisfaction of the host population. Early studies demonstrated contradicting results regarding this relationship. The reason for these contradictions is the contextual conditions in which intercultural relationships take place. Generalized trust is one of these conditions. The study (n = 198) in Moscow showed that trust is a moderator of the relationship of acculturation expectation “integration” and life satisfaction of the host population. This means that the nature of the relationship between these two variables changes depending on the level of generalized trust: in case of high generalized trust the relationship between acculturation expectation “integration” and life satisfaction of the host population is positive, and in case of low generalized trust the relationship between acculturation expectation “integration” and life satisfaction of the host population is negative. Consequently, generalized trust plays an important role for life satisfaction of the host population in case of their preference integration of migrants.

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