scholarly journals Self-Study as a Methodology for Exploring Cultural and Cross-Cultural Tensions

2011 ◽  
Vol 7 (1) ◽  
pp. 1-2
Author(s):  
Tom Russell ◽  
Amanda Berry
2016 ◽  
Vol 33 (3) ◽  
pp. 299-326 ◽  
Author(s):  
William Yoo

This article traces the evolving attitudes and relationships of Korean Protestants and American missionaries after 1945 through an investigation of the rise of one Korean Presbyterian pastor, Kyung-Chik Han, as a renowned religious leader at home and abroad during the escalation of the Cold War in the 1950s, and the uneasy transitions within the American Presbyterian missions in Korea. The analysis of Han’s sermons and addresses in Korea and the West, popular American Protestant magazines, and American missionary documents illumines the creation of new transnational Christian partnerships, the presence of ongoing cross-cultural tensions, and the emergence of new challenges between Korean Protestants and American missionaries as the positions of authority started to shift. This study concludes with broader observations connecting the history of the relationships between Han and American Protestants to some of the problems with contemporary interpretations of the changing dynamics and mission flows in world Christianity. 本文追溯1945年后南韩基督徒和美国宣教士不断改变的态度及关系。这是透过对一位长老会牧者坤赤翰的升起的研究调查,以及在韩国的美国长老会宣教会经历的不易的转折而达成的。坤赤翰是五十年代逐渐升级的冷战期间在国内外著名的宗教领袖,对他的讲章,及其在韩国和西方,美国的基督教杂志及宣教文件里的发言的分析,我们可以发现新的跨国基督徒合作的开始,持续的跨文化张力的存在,以及当权力开始转移时韩国基督徒及美国宣教士所面临的新的挑战。这个研究得出更广义的结论,即是翰与美国基督徒之间关系的这段历史,可以联系到世界基督教不断改变的宣教流所面临的当代诠释问题。 Este artículo describe la relación y las actitudes que van surgiendo entre protestantes coreanos y misioneros estadounidenses desde1945 en adelante. Investiga el surgimiento del pastor coreano presbiteriano, Kyung-Chik Han, como líder religioso de renombre tanto en su país como en el extranjero durante la escalada de la Guerra Fría en la década de 1950. Trata, además, sobre las incómodas transiciones dentro de las misiones de presbiterianos americanos en Corea. El análisis de sermones y discursos de Han en Corea y occidente, de revistas populares norteamericanas, y documentos misioneros estadounidenses explica la creación de nuevas asociaciones cristianas transnacionales, la presencia de tensiones interculturales en curso, y la aparición de nuevos retos entre protestantes coreanos y misioneros estadounidenses cuando los lugares de autoridad empiezan a cambiar. Este estudio concluye con observaciones más amplias que relacionan la historia entre Han y los protestantes norteamericanos a algunos de los problemas con interpretaciones contemporáneas sobre la dinámica cambiante y los flujos de la misión en el cristianismo mundial. This article is in English.


Author(s):  
Nicholas J. Goetzfridt

This chapter uses the importation of an American institution of information—“the library”—into the Pacific region of Micronesia as an example of a contextual-less, cross-cultural information transference that suggests the autonomous impact of distance education technology and protocols on indigenous and other interpretative communities. Such an impact negates the innate values of these communities as they pertain to concepts of “knowledge” and “information” derived from tenacious cultural and social values. Conflicts between indigenous values and the transferences of “the library” and subsequent information technologies are considered along with individualizing values exhibited by early Christian missionaries in Micronesia. Based upon these issues and cross-cultural tensions, the chapter appeals for the inclusion of indigenous contexts into discussions of online educational development and access to better understand and serve these communities and to provide an exemplary situation from which to recognize the importance of cultural contexts in the provision of distance educational opportunities.


Author(s):  
Jeffrey S. Winter ◽  
Sherri Bressman ◽  
Efrat Sara Efron

Purpose The purpose of this paper is to describe an innovative model of mentoring that evolved over the past ten years as a result of experience, research and self-study. This research, conducted in Orthodox Jewish day schools will raise awareness of potential benefits of mentoring as an effective means for supporting Q1 teachers’ classroom effectiveness and sense of well-being. Background research is presented on mentoring as a powerful tool in supporting teachers throughout their careers. An original aspect of this paper is the analysis of exemplary cross-cultural mentoring intentional training, ongoing support and solicitation of feedback. Findings are based on samples from data collected over several years and are analyzed using qualitative tools. The authors discuss implications from two published self-studies of an exemplary mentoring model in which mentors worked with teachers and explore considerations for teacher well-being. Design/methodology/approach A qualitative–narrative approach was chosen for these studies. The findings were drawn from three sources of data: open-ended questionnaires, end-of-year letters teachers wrote to their principals reporting on changes in their classroom practices and in-depth, semi-structured interviews conducted with teachers, mentors and administrators in each of the schools participating in the program. Findings The two self-studies, in tandem with the teachers’ surveys and reflections, illustrate how the teachers viewed the connection between the mentoring they received and their own professional growth. Overall, teachers reported a general satisfaction as a result of participating in the mentoring program. Many noted that the program provided a useful framework offering a personalized approach to their professional development. The teachers were directed to frame their own learning agendas by setting their own instructional improvement goals and asking meaningful questions relevant to their particular classroom situations. Research limitations/implications Limited sample size and private religious school environment might put limits on implications. Practical implications The presented model has universal implications. A personalized mentoring model, with supplementary professional development sessions geared toward topics supporting well-being, can be applied in any educational setting. Schools leaders must find ways to foster teacher satisfaction and keep teachers engaged in their own learning. Offering teachers a personalized approach that supports continued growth while encouraging them to set their own learning agendas can serve as a vital bridge to teacher satisfaction and well-being. Social implications The findings of this paper have implications for school improvement, cross-cultural mentoring, mentor training and teacher well-being. Originality/value Original aspects of this paper include: the self-study of exemplary mentoring program, application of mentoring in cross-cultural environments, teacher well-being in private schools and mentoring of teachers in Orthodox Jewish schools.


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