VOlUME 04 ISSUE 04 APRIL 2021 PAREMIC CLICHES AS A SPIRITUAL LAYER OF MULTICULTURAL COMMUNICATION: CULTIVATING RESPECTIVE VALUES FOR EDUCATORS

The article considers the linguistic and cultural aspects of paremic clichés as expressions of the spiritual layer of national culture in the context of multicultural communication. The research is based on the main theoretical approaches to understanding the importance of paremiology for the processes of multicultural communication, which makes one of the study objectives, and the material describes such theoretical approaches by underpinning the importance of cultivating multicultural / polycultural values for educators as a fundamental skill for reaching out to and teaching various audiences. The paper reveals a set of language means attributable to nomination of spiritual markers of national culture in paremias, which may as well speak of ethnic identity in the multicultural complexity. Multiculturalism and polyculturalism are distinguished as opposing each other ideologies and/or trends despite the shared concept of intercultural engagement and communication. The paper reveals that paremic clichés as language units, firstly, make part of diversified linguistic corpus in any language and, secondly, are respected as a spiritual layer of multicultural communication in the ideologies of multiculturalism and polyculturalism. Finally, paremic clichés may best serve as intercultural similar and/or distinct indicators for cultivating culturally marked values for global educators, which carry on their roles and responsibilities in the light of mission rather than classroom instruction in multicultural / polycultural settings.

Intercultural Formation and the Leadership Practicum: Competencies in Doctor of Ministry Education

This essay affirms the value of experientially based leadership formation in Doctor of Ministry theological education as a hallmark of developing religious leadership for the African American context. It suggests envisioning leadership practicum goals so students gain intercultural competencies for all ministry contexts. The essay argues it is possible to increase cultural and ethnic literacy, personal formation and development, attitude and values clarification, multiethnic and multicultural social competence, basic ministry skills proficiency, educational equity and excellence, and empowerment for intercultural engagement through focused competency goals. It encourages experiences of cultural disorientation as the context in which students best learn the need to affirm ethnic identity, to be inclusive, to appreciate diversity, and to overcome fear of human diversity. Stated differently, through intentional comprehension of commonalities of human community, DMin students journey more rapidly toward intercultural competence. Keywords: Doctor of Ministry, Intercultural Competencies, Ministry Context, Leadership Formation

Jewish and Hebrew Books in Marsh’s Library: Materiality and Intercultural Engagement in Early Modern Ireland

Marsh’s Library in Dublin, Ireland, is an immaculately preserved library from the early eighteenth century. Founded by Archbishop Narcissus Marsh, the library has an extensive collection of Jewish and Hebrew books which includes Hebrew Bibles, Talmudic texts, rabbinic writings, and Yiddish books that date back to the early modern period. This study explores a cross section of the Jewish and Hebrew books in Marsh’s collection, with particular focus on issues of materiality—that is, how these books as material artefacts can inform our understanding of early modern history, religion, and intercultural engagement. We suggest that these books, a majority of which come from Marsh’s personal collection, are a valuable resource for reflection on (1) Christian engagement with Jewish culture in the seventeenth and eighteenth centuries, (2) the production, use, and travel of Jewish books in early modern Europe, and (3) snapshots of Jewish life in early modern Ireland and beyond.

Gesturing Across Settler Divides in Marumpu Wangka! Kukatja Hand Talk

In 2014, the government of Western Australia proposed a plan to defund, and in effect close, about half of the nearly three hundred remote Aboriginal communities in the state. During this time, the author collaborated on a hand sign video project with five women Elders at the Kapululangu Women’s Law and Culture Centre in Balgo, an Aboriginal community in the Great Sandy Desert. The author articulates why Marumpu Wangka! Kukatja Hand Talk—an unassuming and largely improvised video—struck a chord at this precarious moment for Aboriginal communities. The author argues that hand sign videos provide a rare mode of intercultural engagement that is simultaneously culturally specific and broadly relatable. In a mediascape in which most Australian viewers are inundated with visual tropes of Aboriginal communities as either suffering or mystical, representations of jovial gesture encourage understanding beyond these stereotypes by intimately engaging everyday community interaction. Referencing the supplemental eight-minute video throughout, the author (1) overviews the significance of hand sign systems in Aboriginal Australian communities, (2) describes the collaborative and improvised hand sign video production process, and (3) argues for the importance of visual representations that can transcend—even if modestly—settler/Indigenous divides during the current dangerous times for Aboriginal communities.

Brokering Intercultural Relations in the Rainbow Nation: Introducing Intercultural Marketing

This paper considers the role of marketing in building intercultural relations in superdiverse, post-colonial societies, using post-apartheid South Africa as a case study. Drawing on neo-institutional theory, we analyze South African advertising campaigns to determine how marketing brokers intercultural relations by legitimizing social meanings conveyed through nation-building ideologies and consumers’ lived experiences. We examine whether marketing outputs align with stages of Rainbow Nation-building strategies and types of consumers’ lived experiences of South Africa’s superdiversity. We then derive a conceptualization of intercultural marketing, which we characterize as an approach focused on brokering meanings of convivial intercultural engagement and collective development of societal welfare goals. We contribute to macromarketing theory, directing attention to the important brokering role marketing has, in bridging conceptions of reconciliatory social development held by public policy makers and by societies’ populations. By conceptualizing intercultural marketing, its goals and tools, we contribute to multiculturally-sensitive marketing research and practice advancement.

Building an Inclusive Campus: Developing Students’ Intercultural Competencies Through an Interreligious and Intercultural Diversity Program

Post-secondary institutions are increasingly recognizing the need to foster intercultural competence (ICC) in students; however, the ways in which these institutions can do so has not been fully explored. The purpose of the current mixed methods study was to investigate changes in post-secondary students’ ICC (N = 35) following participation in an interreligious and intercultural diversity program, based upon changes in students’ scores on the Intercultural Development Inventory (IDI). A thematic analysis of post-program questionnaires was used to triangulate the data and provide more insight into changes experienced by participants. Quantitative results revealed significant increases in students’ overall ICC, and significant decreases in the discrepancy between students’ perceived ICC and their actual ICC. Qualitative results revealed five overall themes: (1) shifting perspectives, (2) enhancing intercultural engagement skills, (3) connecting, (4) inspiring action, and (5) personal growth. Implications for research and practice are discussed.

Building an Inclusive Campus: Developing Students’ Intercultural Competencies Through an Interreligious and Intercultural Diversity Program

Post-secondary institutions are increasingly recognizing the need to foster intercultural competence (ICC) in students; however, the ways in which these institutions can do so has not been fully explored. The purpose of the current mixed methods study was to investigate changes in post-secondary students’ ICC (N = 35) following participation in an interreligious and intercultural diversity program, based upon changes in students’ scores on the Intercultural Development Inventory (IDI). A thematic analysis of post-program questionnaires was used to triangulate the data and provide more insight into changes experienced by participants. Quantitative results revealed significant increases in students’ overall ICC, and significant decreases in the discrepancy between students’ perceived ICC and their actual ICC. Qualitative results revealed five overall themes: (1) shifting perspectives, (2) enhancing intercultural engagement skills, (3) connecting, (4) inspiring action, and (5) personal growth. Implications for research and practice are discussed.