Cross-Cultural Literacy

2017 ◽  
2019 ◽  
pp. 159-166
Author(s):  
Aurélie Vialette

The article examines the creation of a journalistic network between Mexico and Spain by women writers in the second half of the nineteenth-century. I argue that journalistic aesthetics and feminine didacticism were shared and stimulated through editorial relationships on both sides of the Atlantic. This editorial dialogue created a presence for Spanish women writers in the Mexican public sphere and opened up a debate regarding the construction of historical discourse. The illustrated feminine journal became a platform for experimentation with cultural categories and questioned the uni-directionality of historical discourse. It raises a debate regarding the compartmentalization of national histories and created a space in which culture was made intelligible for both sides of the Atlantic –a space of cross-cultural literacy. The study of the press is a tool to understand intellectual transatlantic networks and the formation of a transatlantic Republic of Letters.


1990 ◽  
Vol 22 (4) ◽  
pp. 364-376 ◽  
Author(s):  
Steven F. Arvizu ◽  
Marietta Saravia-Shore

2020 ◽  
Vol 23 (3) ◽  
pp. 42-47
Author(s):  
K. Stepanyan ◽  
Y. Gorshunov ◽  
E. Gorshunova

The article aims at providing an adequate linguistic and sociocultural description of rhyming slang based on the use of the names of prominent British government and public figures and politicians, who were widely represented in the British media at the turn of the 20th and 21st centuries, and are thus included in modern cultural collective memory of the carriers of the English lingual culture. The rhymes contain precedents of onyms − the personal names of well-known, fashionable, popular, or scandalous politicians. The noted tendency of the preferred creation of new rhymes, exploiting the precedent onyms, has become dominant in the development of rhyming slang at the turn of the century. The emergence of rhyming slang units based on the use of the precedent names of politicians and statesmen is a relatively new and insufficiently studied phenomenon while onomastic rhymes that exploit the names of celebrities from the world of cinema, pop music, popular culture and sports are more common and are better studied. The article contains the rhymes that have not yet been recorded in authoritative slang dictionaries. They surely deserve linguistic and sociocultural descriptions.The authors focused on a special and research-promising layer of vocabulary that reflects the sociocultural and historical items in the context of the so-called cultural literacy and is of certain value from the point of view of culture-oriented linguistics, cross-cultural communication and the general study of culture.The results of the research can be useful and interesting for specialists who develop topics of cross-cultural communication, culture-oriented linguistics, linguistic culturology, euphemy, contrastive linguistics of the English and Russian languages.


2005 ◽  
Vol 21 ◽  
pp. 125
Author(s):  
Loong Wong

In international management, the study of culture has rapidly become critically salient. Business and management consultants, academics and practitioners alike all claim that the development of cross-cultural skills is crucial in the new era of globalization. This, they claim, will enable managers to better manage the risks within a globalized economy and consequently, add to greater productive growth and increased competitiveness. This 'turn to culture' has generated diverse competency skills training programmes, units and writings dealing with cross-cultural skills in management. Whilst the call for greater cultural literacy in international business and management is welcome, many of these 'new' analyses tend towards the simplistic. This paper posits that international management knowledge is actively constructed by these experts and that in their representations of culture, the issue of power is neglected and/or glossed over. The paper therefore argues that to understand these cultural representations, it is necessary to locate these views within a discourse of truth and power. Via a contrapuntal reading of key critical international management texts, the paper seeks to challenge and provide a counterpoint to these views. In so doing, it aims to foster a more critical, reflexive, engaged and open management practice.


The general trends of modern education include the desire to integrate and universalize social relations. The process leads to the intensity of intercultural interaction between representatives of different cultural communities. In modern Russia, intercultural contacts are expanding; this aspect emphasizes the importance of achieving mutual understanding among people of different cultures. Education is not able to overcome the problems confronting society but it can make a significant contribution to the harmonization of a multicultural society. Education develops and modernizes technologies and forms of evolution and socialization of the process of students’ intercultural relations. Education can also affect the development of tolerance of students involved in the educational process and respect for the cultural diversity of society. It can help a person understand his own culture and the culture of other nations, to acquire the skills of an adequate assessment and understanding of both individuals and cultural diversity in general. Being the most important part of a culture, education is designed to ensure the entry of a person into a culture through the introduction of an individual to the national values of his people. Similar to culture, education cannot be limited by the framework of native cultural values; it should create conditions not only for enriching a person with human values but also for understanding the significance of this diversity. Multiculture-focused education should become an inseparable part of general education, since with the multinational population, the saturation of interpersonal relations takes place in a multiethnic, multicultural environment. Provided that a person learns, works, rests in the conditions of a multiculture-focused environment, the need for communication with representatives of different cultural communities is formed, and, as a result, the cross-cultural literacy of an individual is raised.


Sign in / Sign up

Export Citation Format

Share Document