Practical applications of naturalistic inquiry in intercultural education

In recent years, the field of intercultural communication has seen a remarkable shift characterized by a growth in publications that distance themselves from the traditional, essentialist understanding of culture. In research, this shift is reflected in approaches that appreciate culture-in-action instead of taking culture for granted as a stable entity that pre-exists social interaction and predicts as well as explains human behavior. However, despite attempts to introduce differentiated views on culture and interculturality in education, concrete options for critical intercultural training are scarce and often remain abstract, which makes their application challenging. This article argues for the use of naturalistic inquiry in intercultural education. This pedagogical choice may provide students with access to authentic data and allow them to observe and analyze facets of interculturality by themselves while working out practical solutions collaboratively. Advantages of naturalistic inquiry include independence from theoretical presuppositions, approachability for facilitators and students alike, and applicability to a wide variety of naturally occurring social interactions. The article proposes that naturalistic inquiry enables students to identify and analyze practices that may be problematic with respect to cultural attributions or categorizations and encourages them to notice and discuss the meaning of culture as it dynamically surfaces in interaction.

Accessing and engaging with antenatal care: an interview study of teenage women

Background Pregnant teenagers in rural and regional areas experience distinct disadvantages, that are not simply a function of their age, and these have a substantial impact on their health and that of their baby. Studies demonstrate that antenatal care improves pregnancy outcomes amongst pregnant women, especially adolescents. Understanding teenager’s views and experiences of pregnancy and motherhood is important to ensure antenatal care meets young women’s needs. This study explored teenage women’s experiences and perceptions of barriers and facilitators to engaging in pregnancy care in rural and regional Victoria, Australia. Methods Between February–October 2017, pregnant women aged ≤19 years were purposively recruited from one regional and two rural health services in Victoria. Semi-structured, face-to-face interviews guided by naturalistic inquiry were conducted and an inductive approach to analysis was applied. Results Four key themes emerged from the analysis of the transcripts of 16 interviews: Valuing pregnancy care, Interactions with Maternity Service, Woman-centred care, and Support systems. Teenage women primary motivation to attend care was to ensure their baby’s wellbeing and lack of engagement occurred when the relevance of antenatal care was not understood. Appointment flexibility and an accessible location was important; most participants were reliant on others for transport. Continuity of carer and respectful, non-judgement communication by staff was highly valued. Many young women had fractured families with pregnancy diminishing their social world, yet having a baby gave them purpose in their lives. Conclusion Maternity services and health professionals that provide flexible, adaptable women-centred care and support through pregnancy and early motherhood will assist young women’s engagement in antenatal care.

Pola Asuh Orang Tua Dalam Membentuk Sikap Sosial Peserta Didik

Ada tiga lingkaran yang saling mempengaruhi, yaitu keluarga, sekolah dan masyarakat keluarga merupakan sumber pendidikan utama karena segala pengetahuan dan kecerdasan intelektual manusia diperoleh pertama dari keluarganya sendiri. Metode penelitian yang digunakan dalam penelitian ini menggunakan penelitian kualitatif deskriptif naturalistic. Guba mempergunakan nama “Naturalistic Inquiry” (inkuiri naturalistik) cara mengamati dan pengumpulan data yang dilakukan dalam latar/seting alamiah, artinya tanpa memanipulasi subjek yang diteliti. Penelitian naturalistik adalah untuk mengetahui aktualitas, realitas sosial dan persepsi manusia melalui pengakuan mereka yang mungkin tidak dapat diungkap melalui penonjolan pengukuran formal atau pertanyaan penelitian yang telah dipersiapkan terlebih dahulu. Triangulasi dengan wawancara menggunakan teknik purposive terhadap 19 narasumber kunci di MTs Negeri 4 Sinjai, yaitu 5 tenaga pendidik, 4 orang tua peserta didik dan 10 peserta didik. Pola asuh orang tua memiliki peran yang besar terhadap perkembangan moral anak ketika dewasa, Pola asuh orangtua, pada dasarnya ada 3 macam, yaitu “pola asuh demokratis, otoriter dan permisif. gambaran sikap sosial peserta didik, di temui bahwa pembentukan sikap sosial adalah Faktor utama terbentuknya sikap peserta didik. Sikap merupakan; (1) reaksi efektif yang bersifat positif, negatif, atau campuran antara keduanya yang mengandung perasaan-perasaan kita terhadap suatu objek, (2) kecenderungan berperilaku dengan cara tertentu, terhadap suatu ojek tertentu, dan (3) reaksi kognitif sebagai penilaian kita terhadap suatu objek yang didasarkan pada ingatan, pengetahuan dan kepercayaan yang relevan. beberapa faktor yang mempengaruhi dalam pola pengasuhan orang tua adalah: Latar belakang pengasuhan orang tua, Tingkat pendidikan orang tua, Stasus ekonomi serta pekerjaan orang tua. Pola asuh yang dominan digunakan adalah demokratis.

Valuing nurse and midwifery unit managers’ voices: a qualitative approach

Background Nurse and Midwifery Unit Managers (NMUMs) play pivotal roles in quality patient care, nurse and midwife satisfaction and retention. NMUMs are expected to be both leaders and managers simultaneously, which may create role tension. This study aimed to explore the understanding and experience of NMUMs regarding their role; to explore what barriers and facilitators NMUMs identified to achieving the goals of their clinical area; and to explore NMUMs’ career plans. Methods Set in Victoria, Australia, this study was guided by naturalistic inquiry using a qualitative descriptive approach. Thematic analysis was used to inductively develop core themes, which facilitated the motivations, experience and meanings underlying the data to be elaborated. Results In all, 39 interviews were conducted with NMUMs across four hospitals. Two overarching themes were identified from the data; system challenges and influences on people and each theme had three sub-themes. In relation to system challenges, participants spoke about the structural challenges that they encountered such as financial stressors and physical infrastructure that made their work difficult. Participants felt they were unprepared for the NMUM role and had limited support in the preparation for the role. Participants also related their frustration of not being included in important decision-making processes within the hospital. Regarding their career plans, most did not envisage a career beyond that of a NMUM. Conclusions This study of contemporary NMUMs uncovered a continued lack of investment in the orientation, professional development and support of this critical leadership and management role. There is an urgent need for targeted interventions to support and develop capabilities of NMUMs to meet the current and evolving demands of their role.

Los buenos profesores universitarios, en la voz de padres de familia. Un insumo para el diseño de programas de formación docente con pertinencia social

El objetivo de esta investigación fue describir las percepciones de padres de familia acerca de las características de la enseñanza de los buenos profesores universitarios, consideradas como un insumo para el diseño de programas de formación docente con pertinencia social. Es un estudio cualitativo con indagación naturalista. Participaron 93 padres de familia con hijos universitarios del Estado de Sonora, México. Se empleó una guía de tópicos que respondieron por medio de la técnica de composición escrita y una entrevista semiestructurada. Emergieron categorías de forma inductiva siendo éstas las que presentaron mayor densidad: a) crea clima agradable de confianza, b) explica claramente, c) preparados en su materia y la didáctica, d) enseña de forma entusiasta y práctica y e) apoya a los estudiantes en su aprendizaje. Para validar estas categorías se compararon con estudios de temas similares realizados en universidades ubicadas en los primeros lugares del ranking académico QS Latin América Rankings. Se obtuvieron coincidencias en un 80% de las categorías de las percepciones de padres y de los estudios, lo que valida su voz y abre posibilidades de participación en los procesos de redefinición de políticas y contenidos en los procesos de formación docente The objective of this research was to describe the perceptions of parents about the teaching characteristics of good university professors, considered as a social input for the design of teacher training programs. It is a qualitative study with naturalistic inquiry. 93 parents with university children from the State of Sonora, Mexico participated. A topic guide was used that responded through the written composition technique and a semi-structured interview. Inductive categories emerged, these being the ones that presented the highest density: a) creates a pleasant climate of trust, b) explains clearly, c) prepared in their subject and didactics, d) teaches enthusiastically and practically, and e) supports students in their learning. In order to validate these categories, they were compared with studies on similar topics carried out in universities located in the first places of the QS Latin America Rankings academic ranking. Agreements were obtained in 80% of the categories of the perceptions of parents and the studies, which validates their voice and opens possibilities for participation in the processes of redefining policies and contents in the teacher training processes

Peranan Modul ISRA dalam Membantu Kepulihan Bekas Klien di Kedah, Malaysia

Agensi Antidadah Kebangsaan telah melancarkan Modul Islamic Spiritual Rehabilitation Approach (ISRA) sebagai instrumen holistik bagi rawatan dan pemulihan bekas penagih dadah melalui kaedah mengubati masalah ketidakstabilan jiwa secara amalan kerohanian. Oleh itu, kajian ini bertujuan meneliti pandangan bekas klien dalam komuniti terhadap keberkesanan Modul ISRA dan mengenal pasti kefungsian sosial terhadap kepulihan bekas klien dalam komuniti. Kajian ini dilaksanakan secara kualitatif menggunakan pendekatan exploratory. Kajian ini menggunakan pensampelan bertujuan iaitu 16 orang informan telah terlibat terdiri daripada bekas klien ISRA yang compliant dan boleh terlibat diri dalam temu bual. Pengumpulan data dilakukan secara temu bual mendalam menggunakan pendekatan naturalistic inquiry atau constructionism bagi memperoleh data primer. Analisis tematik secara manual dilakukan terhadap data kajian bagi membentuk tema dalam menilai kesemua objektif kajian. Hasil kajian menunjukkan, bekas klien ISRA berpandangan, Modul ISRA dari segi kandungan, struktur, kaedah pengajaran dan pembelajaran adalah sangat baik dalam membantu kepulihan mereka. Kajian ini merumuskan, bekas klien memberikan pandangan positif terhadap keberkesanan Modul ISRA. Implikasi kajian ini mencadangkan, sebarang dasar atau pembinaan modul pemulihan perlu berfokus kepada keterlibatan persekitaran sosial klien bagi menyokong kepulihan klien secara berterusan setelah mereka keluar pusat.

Preparing New Zealand's Teachers to Use Culturally Responsive Relationship-Based Pedagogies

This article addresses culturally responsive relationship-based pedagogies as a foundation to quality teaching and learning. Framed through an examination of the Masters of Teaching and Learning (MTchLrn) program in Aotearoa/New Zealand, this qualitative study was conducted using naturalistic inquiry. A study of how this program works across multiple contexts forms a basis for determining whether it could serve as a model for other institutions and countries. Results indicated the MTchLrn program, through the infrastructure of the program and triad relationships so central to the program, holds promise for effectively preparing teachers in culturally responsive and relationship-based practices.

POLA ASUH ORANG TUA DALAM MEMBENTUK KARAKTER MANDIRI ANAK DIMASA BELAJAR DARI RUMAH (BDR)

AbstrakPenelitian ini bertujuan untuk mengetahui pola asuh orang tua dalam membentuk karakter mandiri anak dimasa belajar dari rumah (BDR) pada Anak Usia Dini, adapun yang menjadi subjek penelitian adalah orang tua yang anaknya bersekolah di PAUD Terpadu At-Tibyan Banjarmasin. Menggunakan metode penelitian kualitatif dengan jenis naturalistic inquiry (ingkuri alamiah). Teknik pengumpulan data penelitian adalah observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa pola asuh Authoritarian atau demokratis yang paling baik digunakan dalam membentuk karakter mandiri anak dimasa BDR walaupun pada aplikasinya dilapangan orang tua masih ada yang menggunakan pola asuh Authoritative dan permisif sehingga dapat menghambat pembentukan karakter anak usia dini dimasa BDR.Kata Kunci: Pola Asuh, karakter mandiri, BDR AbstractThis study aims to determine parenting styles in forming the independent character of children in the learning period from home (BDR) in early childhood, while the research subjects are parents whose children attend PAUD Terpadu At-Tibyan Banjarmasin. Using qualitative research methods with the type of naturalistic inquiry (natural ingkuri). Research data collection techniques are observation, interviews, and documentation. The results showed that authoritarian or democratic parenting is best used in shaping children's independent character during BDR, although in its application in the field of parents, there are still those who use authoritative and permissive parenting styles so that it can inhibit the formation of early childhood character during BDR.Keywords: Parenting, independent character, BDR

The inclusive preschool classroom : perspectives of the early childhood teacher

This study explored through naturalistic inquiry three early childhood teacher's perceptions of inclusion and in-class practices in the inclusive preschool classroom. Interviews and in-class observations were used for the purpose of data collection. A social constructivist lens was used to analyze the data. Drawing from a social model of inclusion and theory of attribution framework, the results revealed that inclusion is multifaceted. An understanding and commitment to the ideology of inclusion must occur in conjunction with inclusive in-class strategies and techniques to create successful inclusive programs. This study suggests recommendations for change must be made at the government level, the post-secondary education level and at the community level. These reforms need to be made collaboratively to ensure that all stakeholders have a common understanding and vision for inclusion.