Online intercultural exchange: A case study in work and organisational psychology

Author(s):  
Inmaculada Silla ◽  
Núria Tordera ◽  
Amalia Raquel Pérez-Nebra
Genealogy ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 5
Author(s):  
Daniele Conversi ◽  
Matthew Machin-Autenrieth

The ideals of tolerance and cultural exchange associated with the interfaith past of Muslim Spain (al-Andalus) have become a symbol for Andalusian regionalism and for the integration of Moroccan communities. Nowhere is this more keenly felt than in the context of music. In cities such as Granada, Moroccan and Spanish musicians actively promote the ideals of intercultural dialogue through the performance of repertoires such as flamenco and Arab-Andalusian music that allegedly possess a shared cultural history. In this article, we examine the interrelationship between music and ‘intercultural regionalism’, focusing on how music is used by public institutions to ground social integration in the discourse of regionalism. Against a backdrop of rising Islamophobia and the mobilization of right-wing populist and anti-immigration rhetoric both within Spain and internationally, the authors consider how music can be used to promote social integration, to overcome Islamophobia and to tackle radicalization. We advance two arguments. First, we argue that the musical interculturalism promoted by a variety of institutions needs to be understood within the wider project of Andalusian regionalism. Here, we note that musical integration of Spain’s cultural and historical ‘Other’ (Moroccans) into Andalusian society is promoted as a model for how Europe can overcome the alleged ‘death of multiculturalism’. The preferential way to achieve this objective is through ‘intercultural regionalism’, envisioned as the combination of regional identity-building and intercultural interactions between communities that share a common cultural heritage. Second, we assess some of the criticism of the efficacy of al-Andalus as a model for contemporary intercultural exchange. Combining approaches in political science and ethnomusicology, we focus on one case study, the Fundación Tres Culturas (FTC). Through interviews with figures within the FTC, we examine why this model has become partly insufficient and how it is borne out in the sorts of musical activities programmed by FTC that seek to move beyond the ‘andalusí’ myth. We conclude by recognizing the continuing regional and international importance of this myth but we question its integrating capacity at a time of radical political, economic and environmental upheaval.


2020 ◽  
Vol 5 (2) ◽  
pp. 301-315
Author(s):  
Jenny Ponzo

AbstractIn the Catholic tradition, saintly characters work as figurativizations or narrative representations of underlying values and normative principles and therefore represent strategic communication media to disseminate particular models of behavior among the faithful. This paper tests the efficacy of the representation of saintly figures in the case of the interreligious dialogue by focusing on the case study of the construction and communication of the figure of the Virgin Mary in the encounter between Catholics and Muslims. What emerges from an analysis of scholarly and institutional texts, as well as from some reflections on ecumenical practices in Marian shrines, is that the representation of Mary as the figurativization of abstract values and norms mostly concerns a cultivated elite and that the dialogue on the respective representations of Mary is quite limited and concerns especially Mary as the model of the perfect pious and devout person.


Author(s):  
Teresa MacKinnon ◽  
Simon Ensor ◽  
Marcin Kleban ◽  
Claude Trégoat

The CLAVIER (Connected Learning And Virtual Intercultural Exchange Research) network grew rhizomatically as a result of open practice (Blyth, 2019), which is central to the CLAVIER approach. Informed by the field of Computer-Mediated Communication (CMC), the network has provided a safe space to experiment with the development and implementation of open badges to support sustained participation in Virtual Exchanges (VEs). This case study describes the rationale for CLAVIER’s open badge framework and its links with the Erasmus+ VE (E+VE) badges.


2014 ◽  
pp. 798-816
Author(s):  
Laurie A. Henry ◽  
Clarisse O. Lima

This chapter presents a critical instance case study that describes the implementation of an international, telecollaborative project between elementary level students in rural Kentucky and those located in Rio de Janeiro. Learning activities focused on the development of cultural knowledge and understanding, with the main goal of increasing the students’ global citizenship characteristics by comparing cultural backgrounds with an emphasis on cultural similarities and differences between the two groups. This was accomplished through the Travel Buddy Project, a new pedagogical approach to learning that combines blog exchanges with photographic documentation couched in culturally oriented lessons.


Author(s):  
Laurie A. Henry ◽  
Clarisse O. Lima

This chapter presents a critical instance case study that describes the implementation of an international, telecollaborative project between elementary level students in rural Kentucky and those located in Rio de Janeiro. Learning activities focused on the development of cultural knowledge and understanding, with the main goal of increasing the students’ global citizenship characteristics by comparing cultural backgrounds with an emphasis on cultural similarities and differences between the two groups. This was accomplished through the Travel Buddy Project, a new pedagogical approach to learning that combines blog exchanges with photographic documentation couched in culturally oriented lessons.


2010 ◽  
Vol 17 ◽  
pp. 37
Author(s):  
Margarita Vinagre

<p>Recent studies have shown the potential that telecollaborative exchanges entail for the development of intercultural competence in participants (Warschauer &amp; Kern 2000; O'Dowd 2003; Liaw 2006; Ware, 2005; Belz 2003; 2007). However, trying to assess the development of such a competence is a highly complex process, especially of those components that go beyond knowledge such as attitudes. In this article I present the findings of an online intercultural exchange carried out between university language students (Spanish-English) during the academic year 2006-2007. Students collaborated electronically outside the classroom via email and wikis and data was gathered from a series of instruments, including email and wiki content, language learning diaries, critical incidents, essays and self-evaluation questionnaires. On the basis of Byram's (1997; 2000) model of Intercultural Communicative Competence (ICC) we attempted to assess qualitatively the development of the different components of ICC in telecollaborative intercultural exchanges. Our findings suggest that the instruments mentioned can help us to trace the development of intercultural competence with regard to a) interest in knowing other people's way of life and introducing one's own culture to others and c) knowledge about one's own and others' culture for intercultural communication (Byram 2000:4). However, we found little evidence of b) ability to change perspective and, therefore, further research needs to be carried out on how best to encourage students to decentre and to exhibit ‘a willingness to suspend belief in one's own meanings and behaviours, and to analyse them from the viewpoint of the others with whom one is engaging' (Byram 1997:34).</p>


Author(s):  
Sophie C. Millner

This case study explores the Sharing Perspectives Foundation’s (SPF) blended mobility course: Europe on the Edge, which included a 10-week Virtual Exchange (VE) followed by a 1-week physical mobility held in Brussels. Engaging 131 students from 30 different nationalities and partnering with 10 European universities, this 2015 intercultural exchange aimed to give students from diverse backgrounds the space to completely rethink what it meant to be a citizen in contemporary Europe. The 1-week event in Brussels at the end of the course for a selected group of 15 students created an opportunity for physical mobility and makes this an interesting case study for analysing the value of blended mobility.


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