Zukunftsfähige Bildung. Frieden, Kulturelle Diversität, Nachhaltigkeit (Education for the Future: Peace, Cultural Diversity, Sustainability)

2012 ◽  
Author(s):  
Christoph Wulf
2009 ◽  
pp. 2493-2509
Author(s):  
Haiyan Huang ◽  
Eileen M. Trauth

This chapter discusses cultural diversity challenges in globally distributed software development and the implications for educating and managing the future global information technology workforce. It argues that the work practices of global software development are facing a variety of challenges associated with cultural diversity, which are manifested in and can be analyzed from three dimensions: the work environment of global software development, the globally distributed knowledge workers, and the global software development work. It further articulates how cultural diversity is manifested in these three dimensions. Furthermore, it highlights the importance of developing cultural awareness and cultural diversity understanding as important skills for the future information technology workforce.


2019 ◽  
Vol 46 (12) ◽  
pp. 1671-1677
Author(s):  
Thomas Grisso

Legal and social circumstances now offer the field of juvenile forensic assessment several opportunities to expand its identity, influence, and value to society. These opportunities include (a) conceptualizing an assessment domain called evaluations for developmental sentencing, (b) creating developmental forensic evaluations of emerging adults, and (c) adapting juvenile forensic assessments to the nation’s increasing ethnic and cultural diversity. If successfully attempted, these opportunities could transform juvenile forensic assessment’s identity, reimagining itself as developmental forensic assessment applied to offenders in both juvenile and criminal courts.


2006 ◽  
Vol 34 (2) ◽  
pp. 311-323 ◽  
Author(s):  
Riaz Hassan

AbstractThe concept of ummah embodies the universalism of Islam and provides a framework for religious unity, which accommodates the cultural diversity of believers. It is an important part of historical as well as contemporary discourse on Islam. This paper provides an overview of the development and evolution of the concept of ummah and its usage in Islamic discourse to explain the current social, political and economic conditions of the Muslim world. It reports the findings about ummah consciousness and its relationship to modernity in Muslim countries of Southeast Asia, South and Central Asia, and the Middle East. It will examine the impact of globalisation on the Islamic ummah and how it is shaping the emerging struggle between 'hybridity' and 'authenticity' among Muslims and Islamic movements. The paper will explore the challenges of this struggle and its sociological implications for the 'de-centering' of the Muslim world into multiple autonomous regions. It will argue that the future of the Muslim ummah may gain strength not as a unified and unitary community, but as a differentiated community consisting of ummahs representing different Islamic regions. Each regional ummah will possess and embody a unique character that has been moulded by the history and temperament of its people. The paper will conclude with some observations on the future religious, intellectual, economic and political trajectories of Muslim countries.


Author(s):  
Renata M. Leitão ◽  
Solen Roth

This article argues that, in collaboration with Indigenous [and non-Western local] communities, social designers should approach “culture” not only as a form of heritage that should be preserved and transmitted, but also as a project that weaves together heritage, current material circumstances, and desirable ideas for the future. We therefore examine the notion that every culture is intrinsically oriented towards the future, representing a trajectory that links the past to a projected ideal of well-being. Thus, cultural diversity leads to numerous trajectories and distinct futures, contrary to the colonial ideology according to which only one trajectory is possible: that which adheres to the project of eurocentric modernity. Based on a participatory research action project called Tapiskwan, which focused on the aspirations of the Atikamekw Nehirowisiwok, we propose that the ultimate goal of social designers should be to nurture local communities’ capacity to (re)create their own autonomous trajectories, in pursuit of the good life as their culture defines it. 


2008 ◽  
pp. 2677-2683 ◽  
Author(s):  
Haiyan Huang ◽  
Eileen M. Trauth

This chapter discusses cultural diversity challenges in globally distributed software development and the implications for educating and managing the future global information technology workforce. It argues that the work practices of global software development are facing a variety of challenges associated with cultural diversity, which are manifested in and can be analyzed from three dimensions: the work environment of global software development, the globally distributed knowledge workers, and the global software development work. It further articulates how cultural diversity is manifested in these three dimensions. Furthermore, it highlights the importance of developing cultural awareness and cultural diversity understanding as important skills for the future information technology workforce.


2017 ◽  
Vol 17 (1) ◽  
pp. 48-56
Author(s):  
Arya Pageh Wibawa

The paradigm of the arts education in the future must be able to apply various approaches where learners can cultivate their views and tolerant attitude towards the cultural diversity in Indonesia. The arts education is expected to be a compulsory course in universities so that the students have sensitive, aesthetic, creative and innovative attitude as well as adaptive character to any change and good ethics in expressing their creativities. It is not just an education generated only for the sake of art competition but must become a daily necessity. In facing the globalization phenomenon, the arts education is made to utilize multicultural approach which can be accepted by various circles of society. The arts educa- tion with a multicultural approach should have flexibility and rely on the ability of the learners and the socio-cultural conditions of the local society. The role of the arts educators is expected to not only pos- sess the local artistic knowledge, but also the knowledge about other regional arts so that in this way the students obtain complete knowledge of arts and culture as well as fostering the sense of tolerance with the diversity.


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