The Global Appeal of Digital Pastors: A Comparative Case Study of Joseph Prince, and Brian and Bobbie Houston

2020 ◽  
Author(s):  
Catherine Gomes ◽  
Jonathan Y. Tan
Keyword(s):  
Digital Technology ◽  
Culturally Diverse ◽  
Cross Cultural ◽  
Asia Pacific ◽  
Comparative Case Study ◽  
Church Members ◽  
Prosperity Gospel ◽  
New Creation

Digital technology has facilitated new ways for pastors and the faithful to congregate. No longer are congregations limited to physical and temporal boundaries with sermons streamed live, or as podcasts for viewing anywhere and anytime. Moreover, the visibility of pastors in their churches giving charismatic sermons and surrounded by musical performers in front of huge and sometimes emotional crowds are slick theatrical productions that not only maintain spiritual manna for church members near and far, but also appealing to new converts. This chapter investigates the transnational and cross-cultural appeal of the prosperity gospel movement’s Asia-Pacific stars – Brian and Bobbie Houston (Hillsong Church) and Joseph Prince (Joseph Prince Ministries, New Creation Church and Grace Ministries) on their culturally diverse and ethnically pluralistic global congregations.

Culturally Responsive Educational Leadership in Cross-Cultural International Contexts

2015 ◽  
pp. 120-139 ◽  
Author(s):  
Lorri J. Santamaría
Keyword(s):  
South Africa ◽  
Educational Leadership ◽  
Culturally Responsive ◽  
Cross Cultural ◽  
Knowledge Generation ◽  
Comparative Case Study ◽  
Research Projects ◽  
Collective Knowledge ◽  
The Individual

This chapter provides a model for thinking about educational leadership responsive to dynamic multicultural and global societies. Leadership conditions and behaviours associated with the author's experiences in five cross-cultural international research projects across 6 countries (United States, Australia, New Zealand, South Africa, Spain, and Canada) are presented as a comparative case-study. A definition for culturally responsive educational leadership is proposed with examples of circumstances under which this type of leadership might occur. This contribution is framed by empirical findings and characteristics identified in previous research. Current findings suggest leadership in cross-cultural international contexts is culturally responsive when grounded in (1) the kaupapa or ethos of participating cultures; (2) shared and distributed power; (3) the collective being more highly regarded than the individual; (4) collective knowledge generation based on strengths individual members bring to ‘the table;' (5) reciprocity; and (6) a prevailing spirit of pro-activism.

Culturally Responsive Educational Leadership in Cross-Cultural International Contexts

2016 ◽  
pp. 1380-1400
Author(s):  
Lorri J. Santamaría
Keyword(s):  
South Africa ◽  
Educational Leadership ◽  
Culturally Responsive ◽  
Cross Cultural ◽  
Knowledge Generation ◽  
Comparative Case Study ◽  
Research Projects ◽  
Collective Knowledge ◽  
The Individual

This chapter provides a model for thinking about educational leadership responsive to dynamic multicultural and global societies. Leadership conditions and behaviours associated with the author's experiences in five cross-cultural international research projects across 6 countries (United States, Australia, New Zealand, South Africa, Spain, and Canada) are presented as a comparative case-study. A definition for culturally responsive educational leadership is proposed with examples of circumstances under which this type of leadership might occur. This contribution is framed by empirical findings and characteristics identified in previous research. Current findings suggest leadership in cross-cultural international contexts is culturally responsive when grounded in (1) the kaupapa or ethos of participating cultures; (2) shared and distributed power; (3) the collective being more highly regarded than the individual; (4) collective knowledge generation based on strengths individual members bring to ‘the table;' (5) reciprocity; and (6) a prevailing spirit of pro-activism.

Culturally Responsive Educational Leadership in Cross-Cultural International Contexts

2017 ◽  
pp. 1086-1106
Author(s):  
Lorri J. Santamaría
Keyword(s):  
South Africa ◽  
Educational Leadership ◽  
Culturally Responsive ◽  
Cross Cultural ◽  
Knowledge Generation ◽  
Comparative Case Study ◽  
Research Projects ◽  
Collective Knowledge ◽  
The Individual

This chapter provides a model for thinking about educational leadership responsive to dynamic multicultural and global societies. Leadership conditions and behaviours associated with the author's experiences in five cross-cultural international research projects across 6 countries (United States, Australia, New Zealand, South Africa, Spain, and Canada) are presented as a comparative case-study. A definition for culturally responsive educational leadership is proposed with examples of circumstances under which this type of leadership might occur. This contribution is framed by empirical findings and characteristics identified in previous research. Current findings suggest leadership in cross-cultural international contexts is culturally responsive when grounded in (1) the kaupapa or ethos of participating cultures; (2) shared and distributed power; (3) the collective being more highly regarded than the individual; (4) collective knowledge generation based on strengths individual members bring to ‘the table;' (5) reciprocity; and (6) a prevailing spirit of pro-activism.

Rethinking the Ethnography of Communication's Conception of Value in the Context of Globalization

2020 ◽  
Author(s):  
David Boromisza-Habashi ◽  
Yaqiong Fang
Keyword(s):  
Public Speaking ◽  
Cross Cultural ◽  
Comparative Case Study ◽  
Ethnography Of Communication ◽  
Speech Communities ◽  
Language And Social Interaction ◽  
Anglo American ◽  
Communication Resource ◽  
Blind Spots

Abstract As a key approach to the study of language and social interaction within the field of communication, the ethnography of communication (EC) posits that speech communities value communication resources for their functions in the process of competent use. We argue that this conception of value creates theoretical blind spots for other types of value that derive from other processes besides competent use, such as the exchange and acquisition of communication resources. Drawing on recent anthropological scholarship and our own cross-cultural comparative case study of United States and Chinese students' accounts of learning Anglo-American public speaking, we claim that, from an ethnographic perspective, a communication resource has value insofar as speakers interpret it as an object of desire due to its function as a means to other valued entities or focal values in the context of relevant social processes.

scholarly journals ‘Talk to them like they’re people’: A cross-cultural comparison of teen-centred approaches in public library services

2021 ◽  
pp. 096100062110200
Author(s):  
Ella Ornstein ◽  
Peter H. Reid
Keyword(s):  
Public Libraries ◽  
Public Library ◽  
The United States ◽  
Cross Cultural ◽  
Comparative Case Study ◽  
Library Services ◽  
Key Factors ◽  
Cross Cultural Comparison ◽  
Mind Set

The aim of this research is to observe and analyse cross-cultural examples of public libraries with strong teen services, to identify key elements of practice and approach that enable these libraries’ successful and impactful interactions with teenagers. A particular focus is placed on factors that are a matter of mind-set rather than of specific facilities, to offer these as transferable lessons that can be applied widely, including by smaller libraries and those with fewer resources. A comparative case study was conducted at two locations selected as examples of strong teen services in their respective regions: Lava and TioTretton in Sweden and Tompkins County Public Library in the United States. Data were collected via interviews, observation and document analysis. Key factors identified as contributing to successful, teen-centred services include providing a space, no matter how small, that is solely for teens, where they can experience a sense of ownership and belonging; according teens the same respect as any other library visitor; creating a space that is comfortable and actively signals that everyone is welcome; letting teens take the lead, with staff following their interests and serving as facilitators for their projects; creating flexibility in spaces and programming; employing staff who have varied expertise and genuinely enjoy working with young people; mingling and interacting with visitors; and continually re-evaluating and improving practices.

scholarly journals Perception difference analysis using digital technology: case study on Ghanaian Adinkra symbols and Chinese traditional symbols

2021 ◽  
Vol 236 ◽  
pp. 05016
Author(s):  
Sha Chunfa ◽  
Edwin Kofi Nyefrer Donkor ◽  
Yao Peng
Keyword(s):  
Data Analysis ◽  
Digital Technology ◽  
Cross Cultural ◽  
Cultural Symbols ◽  
Factors Affecting ◽  
Cultural Perception ◽  
Level Of Education ◽  
Difference Analysis ◽  
Chinese Subjects

Based on data analysis, this study measured the level of perception of Ghanaians and Chinese cultural symbols. The objective was to investigate the possible differences and misconception in visual perception and comprehension between Ghanaians and Chinese. One hundred symbols, fifty from Ghana and fifty from China was used to administer questions in a survey to a total of hundred Ghanaian and Chinese subjects. By employing digital technology such as data collection and data analysis the most typical and least typical cultural symbols among both countries were collected. Further analysis was done to find out the factors affecting the perception of symbols by subjects and interaction effects between genders. Findings show that at least 40% of both Ghanaian and Chinese subjects had a relatively good knowledge of their cultural symbols which help identify them as typical symbols of their nations. The cultures of the subjects played a significant role on the results while gender, level of education, employment and the academic status of individuals impacted minutely on the outcome. The significant outcome of this study provides the basic foundation for researchers who are interested in examining cross cultural perception of cultural symbols. This study increases the need for awareness of cultural symbols and their meanings outside a country’s borders.

Overcoming Communication Barriers

1996 ◽  
Vol 5 (2) ◽  
pp. 19-23
Author(s):  
Valerie Hoogstad
Keyword(s):  
Cultural Differences ◽  
Culturally Diverse ◽  
Communication Barriers ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Diverse Workforce ◽  
Cross Cultural Communication ◽  
Business Setting ◽  
The Many

Offer a nicely wrapped gift when invited to a Japanese home. Never touch the head of a Thai. Respecting other people's cultures is not simply good manners — it's good business. Many Australian businesses have a culturally diverse workforce, where productivity can depend on the ability to communicate across cultures. As Australian businesses become more international, the ability to communicate across cultures also becomes more important. This paper explains some of the traditions and dimensions of cultural differences across a number of countries, and how this affects communication. As well as considering the many barriers to cross-cultural communication, practical ideas on how to overcome these are offered. A case study from a business setting is used to demonstrate barriers to cross cultural communication and their effects. Appropriate strategies for overcoming these barriers are elaborated.

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