Curatorial Work

Author(s):  
Tarek Elhaik

This chapter examines the dominant concepts that form the so-called ethnographic turn in contemporary art, including the cross-cultural approach. It first provides an overview of the notions of montage and animation that have been added to the media anthropological repertoire before discussing post-Mexican assemblages. It then looks at Roger Bartra's notion of a ‘post-Mexican condition’, Silvia Gruner's archaeophobic video Don't Fuck with the Past, You Might Get Pregnant and Eduardo Abaroa's iconoclastic installation The Total Destruction of the National Museum of Anthropology, highlighting the lessons that can be learned from this assemblage of seemingly nihilistic gestures and post-anthropological attitudes. It also introduces the contemporary anthropologist's mode of curatorial work and argues that the stakes behind this ‘assemblage-work’ are nothing less than the differential futures brewing in the contemporariness of contemporary anthropology and contemporary curation.

Author(s):  
Natalia P Dichek ◽  
Igor M Kopotun ◽  
Svitlana M Shevchenko ◽  
Natalia B Antonets ◽  
Daria V Pohribna

High-quality interaction on a personal or educational, professional level is possible in today’s world only through enhanced cultural exchange. It is based on the principles of intercultural tolerance and mutual enrichment. The cross-cultural identity of a student’s personality provides for psychological openness to interact with other cultures without losing one’s own national or ethnic identity. Evidence of the effective application of the cross-cultural approach in the education of schoolchildren is the high-level cross-cultural competence (CCС). Aims. The aim of the study is a comprehensive analysis of the implementation of a cross-cultural approach to the organization of the educational process in senior school. Methods: general scientific method, molding experiment, qualitative and quantitative analysis of the data obtained through diagnostic methodic of the experiment, statistical and mathematical interpretation of empirical data and their representation in the visual (table, diagrams) form, functional analysis of the data (while generalizing empirical data and making conclusions). Results. Effective, complex (multicomponent) models of primary (input) and secondary (output) diagnostics of CCC were developed. A model of an integrated school environment aimed at intensifying the CCC was also defined. Secondary diagnostics revealed a tendency to improve CCC in both groups. However, the percentage increase in the level of CCC was 4 times greater in the experimental group, than the level of the control group (+ 4.3% vs. + 17.8%, respectively). The mean values of CCC in the experimental group were confidently at a Good Level (85.7%), that is improved by one order. CCC in the control group was detected at 73.0% (within the Sufficient Level of CCC). The relationship between the level of CCC and the level of foreign language proficiency is proved: CCC is higher in respondents with higher academic achievements in foreign languages. Conclusions. The implementation of a cross-cultural approach to the curricula of school-age children requires close attention of scholars and qualified practical support by the staff of the school. It is advisable to implement a cross-cultural approach in the context of modern schooling through the tactics of facilitation and multicultural modelling. The modern information age opens new horizons for the implementation of the cross-cultural approach in modern schools. Prospects. Further research on the topic involve the effectiveness of integrated learning tactics to increase CCC at other levels of school education, taking into account the variability of the interdisciplinary component (for example, involving also potential of Geography to develop and impove CCC).


2021 ◽  
Author(s):  
Ekaterina Kostina ◽  
Svetlana Khoroshilova

"The main idea of modern education is to build competences as a produce of university educational process. One of the most important competences of intending teachers to be built is mobility competence, which is a component of professional pedagogical competence. We believe, to train a mobile teacher is possible within a purposefully created cross-cultural educational university environment, where the designed technology of developing intending teachers’ academic mobility based on the cross-cultural approach is implemented. The empirical methods of the research are represented by observation, interlocution, interview, questioning, testing, expert review, generalization of independent data, pedagogical experiment, and mathematical statistics. To estimate the readiness of intending teachers for academic mobility under the conditions of cross-cultural educational environment, four levels of readiness are offered: optimal (high), admissible (middle), critical (low), and inadmissible (not ready). To determine the level, we have developed three criteria (cognitive, motivational-valuable, acting-reflective) and their indicators. At the motivating stage of the pedagogical experiment we conducted surveys of different respondent groups (random sample including online format, 1261 respondents) with the help of the questionnaires we had developed. The received data were used in the training course “Teaching a foreign language through the culture of native speakers”, which contributed to the building of mobility competence of intending teachers. At the monitoring stage of our experimental education the comparison of the results of the incoming and outgoing assessment according to the developed criteria and indicators showed significant growth of the students’ readiness for academic mobility, which allows us concluding that the designed technology of developing academic mobility based on the cross-cultural approach is effective in building mobility competence of intending teachers."


Author(s):  
Ekaterina Kostina ◽  
Svetlana Khoroshilova ◽  
Elena Pushkareva

The main idea of modern education is to build competences as a produce of university educational process. One of the most important competences of intending teachers to be built is mobility competence, which is a component of professional pedagogical competence. We believe, to train a mobile teacher is possible within a purposefully created cross-cultural educational university environment, where the designed technology of developing intending teachers’ academic mobility based on the cross-cultural approach is implemented. The empirical methods of the research are represented by observation, interlocution, interview, questioning, testing, expert review, generalization of independent data, pedagogical experiment, and mathematical statistics. To estimate the readiness of intending teachers for academic mobility under the conditions of cross-cultural educational environment, four levels of readiness are offered: optimal (high), admissible (middle), critical (low), and inadmissible (not ready). To determine the level, we have developed three criteria (cognitive, motivational-valuable, acting-reflective) and their indicators. At the motivating stage of the pedagogical experiment we conducted surveys of different respondent groups (random sample including online format, 1261 respondents) with the help of the questionnaires we had developed. The received data were used in the training course “Teaching a foreign language through the culture of native speakers”, which contributed to the building of mobility competence of intending teachers. At the monitoring stage of our experimental education the comparison of the results of the incoming and outgoing assessment according to the developed criteria and indicators showed significant growth of the students’ readiness for academic mobility, which allows us concluding that the designed technology of developing academic mobility based on the cross-cultural approach is effective in building mobility competence of intending teachers.


1982 ◽  
Vol 10 (4) ◽  
pp. 455-460 ◽  
Author(s):  
Frances Hiebert

Long neglected in missionary histories, women missionaries are the unsung heroes of the past century, and well may be the source of much of this century's missionary success stories, says Fran Hiebert in this provocative article. Instead of claiming to be the champions of women, Western mission agencies may need to repent and look for some ashcloth if they are not going to lose their credibility vis-à-vis the church in the Two-Thirds World.


2010 ◽  
Vol 5 (4) ◽  
pp. 450-462 ◽  
Author(s):  
Cristina B. Gibson ◽  
Dana M. McDaniel

In this article, we discuss the importance of a cross-cultural approach to organizational behavior. To do so, we illustrate how cross-cultural research in the past two decades has enabled us to reconceptualize constructs, revise models, and extend boundary conditions in traditional organizational behavior theories. We focus on three domains—teams, leadership, and conflict—and review cross-cultural empirical evidence that has extended several theories in each of these domains. We support the claim that even well-established organizational behavior theories vary in the extent to which they may be applied unilaterally across cultures, thus identifying the critical need to advance these theories via a cross-cultural research agenda.


2021 ◽  
Vol 5 (43) ◽  
Author(s):  
A. Zinenko

The research subject is the study of the Phenomenon of identity and its reflection in contemporary Ukrainian art. The purpose of the work is to investigate the specifics of the Phenomenon's reflection of identity in contemporary Ukrainian art. The work methodology is based on chronological and scientific comprehensiveness, art history, historical, philosophical, and culturological approaches, ontological, axiological, hermeneutic, phenomenological, cross-cultural, and method of art analysis. The work results allow us to understand the evolution of researchers' views in various fields on the Phenomenon of identity and its application in contemporary art approaches. The results' scope is today's artistic practices, history, art theory, and art criticism, teaching activities for students and graduate students of creative specialties. Findings. The Phenomenon of identity in contemporary art means that problem of its reflection in the art exists and begins to be understandable. Some conclusions about the correctness of the direction of practices and patterns to a new search identity approach can be made considering foreign experience. Simultaneously, a society that interacts with contemporary art in the latest cultural projects and what principles of such participation should be taken into account in organizational, design, exhibition, and interpretive activities. The proof that modern contemporary art in its various manifestations is deeply rooted in the socio-cultural process, and therefore has different forms of identity, is closely connected with the past and present of Ukraine. Appeal to the past in art - preserving memory, rethinks symbols and signs, gives new life to archaic images and techniques; art is turned to the present, reflecting on reality. Presenting society's moods and problems accumulate the achievements of Ukraine as an independent country.Keywords: contemporary art, identity, Ukraine, the beginning of XXI century. 


Sign in / Sign up

Export Citation Format

Share Document