“Two-Row” cross-cultural learning for collaborative governance of forestland in northwestern Ontario, Canada

2021 ◽  
Vol 21 (2) ◽  
Author(s):  
Melanie Zurba ◽  
A. John Sinclair ◽  
Alan P. Diduck
Keyword(s):  
Collaborative Governance ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Northwestern Ontario

If only cultural chameleons could fly too

2012 ◽  
Vol 12 (2) ◽  
pp. 229-245 ◽  
Author(s):  
Maribel Blasco ◽  
Liv Egholm Feldt ◽  
Michael Jakobsen
Keyword(s):  
Intercultural Competence ◽  
Cultural Intelligence ◽  
Learning Processes ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Cultural Dimension ◽  
Short Term ◽  
Semiotic Perspective ◽  
Human Attributes

The article offers a critique of the concept of cultural intelligence (CQ) from a semiotic perspective. It addresses three assumptions that underpin the CQ concept: that CQ exists, that conflict and misunderstandings are antithetical to CQ and that metacognition involves a cultural dimension. The analysis focuses in particular on the dimension of cultural metacognition which has recently been claimed to be the CQ concept’s main contribution compared to earlier concepts such as cross-cultural or intercultural competence, a claim which is found to be overstated. The article uses the example of CQ training to illustrate the need for greater attention to context and motivation when CQ is deployed for business purposes, as well as to the role of experience in cultural learning processes. At a broader level, the article urges caution in assuming that all human attributes can be trained for business purposes, especially through short-term interventions.

Native Persons: An Assessment of their Relationship to the Dominant Culture and Challenges for Change

1982 ◽  
Vol 1 (2) ◽  
pp. 21-31 ◽  
Author(s):  
Edward M. Bennett
Keyword(s):  
Power Loss ◽  
Well Being ◽  
Self Esteem ◽  
Cross Cultural ◽  
Dominant Culture ◽  
Cultural Considerations ◽  
Community Power ◽  
Northwestern Ontario ◽  
Mental Well Being ◽  
Effective Integration

The paper identifies and examines some of the economic, political, religious and social structures created by the dominant white culture and their effects on the mental well-being of the Cree and Ojibwa people residing in Northwestern Ontario. Two major clusters of problems are identified: (i) community power-loss and disenfranchisement and (ii) the establishment of norms which diminish the identity and self-esteem of native persons. Actions which deal with both kinds of power-loss are suggested. The range of goals for these activities include more effective integration, cross cultural considerations and native control over community and resource development. Important functions are identified for community psychologists in program and community assessment and development, public education and advocacy.

The asset of cultural pluralism: an account of cross-cultural learning in pre-service teacher education

2000 ◽  
Vol 16 (3) ◽  
pp. 365-387 ◽  
Author(s):  
Carola Conle ◽  
Dan Blanchard ◽  
Karen Burton ◽  
Arlene Higgins ◽  
Mei Kelly ◽  
...  
Keyword(s):  
Teacher Education ◽  
Cultural Pluralism ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

scholarly journals Exploring the influence of technological support, cultural constructs, and social networks on online cross-cultural learning

2020 ◽  
Vol 36 (3) ◽  
pp. 104-118
Author(s):  
Rustam Shadiev ◽  
Yueh-Min Huang
Keyword(s):  
Social Network ◽  
Language Translation ◽  
Cross Cultural ◽  
Learning Activity ◽  
Cultural Learning ◽  
Technological Support ◽  
Network Characteristics ◽  
Cultural Constructs ◽  
Group I ◽  
Group Ii

In this study, we carried out an online cross-cultural learning activity supported by speech-enabled language translation technology on a social network service with representatives from 13 nationalities. The participants were assigned into two groups: Group I discussed the traditions and related culture of interest whereas Group II discussed traditions, culture, and any other topics of interest. We tested the effectiveness of the learning activity supported by speech-enabled language translation technology on cross-cultural learning; analysed the social network; measured the cultural constructs, and investigated the relationship between the cultural constructs and cross-cultural learning. The results revealed that Group I outperformed Group II in terms of both procedural and declarative knowledge. The results showed that Group II had better social network characteristics; for example, Group I had fewer edges and a lower average network degree than Group II. In terms of cultural constructs, the results related to power distance, individualism, and uncertainty avoidance were contradictory to those of earlier research. Finally, we found no relationship between the cultural constructs and cross-cultural learning. In this paper, we discuss implications for and suggestions to the field of technology-supported cross-cultural learning based on the results.

Faculty and Student Cross-Cultural Learning Through Teaching Health Promotion in the Community

1999 ◽  
Vol 38 (5) ◽  
pp. 238-240 ◽  
Author(s):  
Susan Diemert Moch ◽  
Geraldine L Long ◽  
Josette Wouters Jones ◽  
Kathleen Shadick ◽  
Karen Solheim
Keyword(s):  
Health Promotion ◽  
Cross Cultural ◽  
Cultural Learning

Cross-Cultural Learning and Intercultural Competence

2012 ◽  
pp. 753-768
Author(s):  
Pi-Chi Han
Keyword(s):  
Adult Learning ◽  
Intercultural Competence ◽  
Cross Cultural ◽  
Learning Theories ◽  
Cultural Learning ◽  
International Assignments ◽  
Cultural Backgrounds ◽  
National Boundaries ◽  
Adult Learning And Development ◽  
Hrd Professionals

Globalization has increased the need to understand the nature of work-related adult learning and development across national boundaries. It is driving the demand for the workforce that possesses knowledge of other countries and cultures and affecting those who are responsible for developing international learning activities. The author of this chapter calls for adult education and Human Resource Development (HRD) professionals to learn how to apply adult learning theories in cross-cultural learning to help individuals with different cultural backgrounds. This would help these professionals acquire intercultural competence and become successful in international assignments.

A Hybrid Style of E-Learning in MBA Education across Borders

2012 ◽  
pp. 1604-1620
Author(s):  
Caroline Benton ◽  
Rémy Magnier-Watanabe ◽  
Harald Herrig ◽  
Olivier Aba
Keyword(s):  
Real Life ◽  
Management Program ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Face To Face ◽  
Asynchronous Instruction ◽  
Student Profiles ◽  
Working Together ◽  
E Learning ◽  
Face To Face Instruction

This paper outlines a real-life example of a course taught jointly by the MBA-IB program at the University of Tsukuba in Tokyo, Japan and the Master in Management program (ESC) at the Grenoble Ecole de Management in Grenoble, France using a hybrid style of e-learning that was aimed at increasing communication and collaboration among instructors and students. The qualitative analysis of this experience found that the variables that most significantly affected the development and outcome of the course were the unique goals, resources and student profiles of each university, the blending of synchronous and asynchronous instruction, the exchange of instructors to promote face-to-face instruction, and the use of a didactic and experiential approach to cross-cultural learning. Such cross-cultural course connecting distant groups working together toward the resolution of a common problem can become a stepping stone toward the promotion of sustainable development.

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