Cultural identity formation through hybridization: dressing under portuguese intervention in Sri Lanka

Jewish identification and engagement have cultural as well as religious salience. Jewish cultural engagement, however, is overwhelmingly circumscribed as a fait accompli, often an outcome, rarely a predictor in quantitative examinations of contemporary Jewish life. Consequently, the sociological understanding of Jewish cultural identity formation is limited. This study examines Jewish cultural identity formation in young Australian Jews, identifying roles played by three wellsprings, or sources of Jewish culture. Using the Gen17 Australian Jewish Community Survey 2018, the most recent nationally representative study of Australian Jewry, relationships between Jewish day school education, communal engagement, cultural upbringing, and cultural identity were analyzed using linear and OLS regression models. Jewish day school education significantly affected cultural identity; without mediating effects of communal engagement, however, day school education’s effects were inconsequential. High-level cultural upbringing had amplifying effects, while low-level cultural upbringing had attenuating effects on associations between Jewish day school education and cultural identity. The cultural identity formation mechanism was similar to a proposed religious identity formation mechanism. These results highlight interconnected and indirect effects of cultural wellsprings on identity formation, and similarities between cultural and religious identity formation, with implications for scholars of culture and religion.

One of the fundamental problems of the development of modern society is the formation of a genuine cultural identity of man. The formed cultural identity of a person is a condition of its entry into a multicultural environment, as positive attitude towards another culture is not possible without awareness of its culture. The article reveals the thesis that musical culture, as a kind of artistic culture and part of spiritual culture, has enormous potential in the formation of cultural identity of the individual. The authors of the article prove that the identification function of musical culture is realized in connection with a number of its other functions. Cumulative function of musical culture is realized in accumulation, storage, generalization in their individual images of value-cognitive outlook of culture. The communicative function of musical culture is manifested in the fact that it is a universal system of communication of people at all levels, from the interindividual to the level of generations. As a result, there is a process of comparing the individual with the “other” (hero of the musical work), identification or vice versa, isolation from him. The communicative function comes close to the consolidating function. In the process of perception of musical work or its performance in the consciousness of the individual, a sense of belonging to the culture of his ethnic group, affinity with his culture is formed. The function of reflecting reality shows itself in reflecting in artistic images ideas, emotions and the subject world. Identifying with them, a person has individually colored associations, and emotional resonance is carried out. This emotional empathy, manifested in identifying the emotional mood of the recipient with the meaningful deployment of the musical work, is a way of ethical influence on the person and causes his cultural selfidentification. Here, the reality reflection function is connected to the emotional function of the music culture. The function of reflection of validity is also related to the cognitive function of musical culture. In modern historical conditions, when the “connection of times and generations” has been interrupted for a long period, musical culture is one of the sources of modern man‘s knowledge of the moral traditions of mankind. Without the knowledge of culture, the formation and formation of cultural identity is impossible. The ethical function shows itself in that it contains cultural specimens of ethnos. Musical culture provides individuals with basic cultural landmarks, distinctive images of cultural identity. Art provides individuals with a set of symbols with which it can associate itself (a set of potential positive and negative identities). The authors also define psychological mechanisms for the formation of cultural identity in the process of musical activity - identification and isolation.

This article is devoted to the study of the concept of "terroir" as a socio-cultural structure. The paper presents the history of development and the main ideas of the creation of the concept of "terroir" in the context of the formation of regional cultural identity. The lack of a unified approach to determining the key characteristics of the "terroir" is due to the fact that it includes not only a set of soil and climatic features, but also cultural ones. Taking into account the difficulties of translating the term, the insufficient number of Russian-language materials, a special place in the work is occupied by a review of foreign scientific studies translated by the author on the concept of "terroir" and the identification of its role in the formation of cultural identity. The purpose of the study is to identify the research potential of the concept of "terroir" for the analysis of cultural practices related to the production and consumption of wine. The research methodology consists in using a structural and typological method to analyze the concept of "terroir" and a genetic method to establish cause-and-effect relationships between natural and cultural factors of the formation of "terroir". The work also relies on the method of cultural classification to group the typological features of the "terroir" as a result of human transformation of a natural phenomenon into a socio-cultural structure. Results: for the first time, based on the material of foreign scientific sources, the process of formation of the concept of "terroir" is considered, which involves the inclusion of social and cultural aspects in the definition of terroir, strengthens its connection with the cultural landscape. The terroir is considered as a set of natural and cultural characteristics that have a significant impact on the process of formation and actualization of regional cultural identity. The scope of the results. The work is a contribution to modern cultural, philosophical, sociological, marketing, tourism and economic studies of the terroir, as it establishes a link between the practices of wine cultivation and consumption and the cultural identity of the region. The work can become the basis for the formation of cultural policy and the image of the wine regions of Russia.

The intricate relationship between Cultural Heritage, Landscapes, Cultural Identities, and Local Communities requires a deeply interdisciplinary approach. By fostering a sense of place and community, Cultural Heritage strengthens social bonds, enhances well-being, and supports civic engagement. In fact, individual disciplines often struggle to establish a common framework. Thus, this study aims to bridge perception-based methodologies from social psychology and Heritage Studies with spatial approaches from Landscape Studies. The research explores the intersection between the visible and the perceived, recognising it as a crucial factor in cultural identity formation. Additionally, 3D data are examined as a pivotal tool for analyzing these dynamics. This study integrates a quantitative survey assessing Place Attachment, Community Attachment, Historical Place Identity, Place Social Bonding, and Perceived Visibility with 3D visibility analysis to examine the relationship between psychological and spatial dimensions. The findings address key questions on how perceived and physical visibility influence cultural significance, identity formation, and emotional responses to heritage landmarks. This interdisciplinary approach challenges static notions of Heritage by emphasizing its evolving nature, shaped by contemporary societal interactions.

Purpose: The general purpose of the study was to explore cultural hybridity and identity formation in globalized societies. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to cultural hybridity and identity formation in globalized societies. Preliminary empirical review revealed that cultural hybridity was pervasive, with individuals blending diverse cultural influences to construct hybrid identities. Identity formation was dynamic and influenced by globalization, migration, and historical legacies. Power dynamics, including race and socio-economic status, intersected with cultural hybridity to shape experiences of identity and belonging. The study emphasized the importance of promoting inclusivity and dialogue to navigate the complexities of cultural hybridity and foster greater understanding across diverse cultural landscapes. Unique Contribution to Theory, Practice and Policy: The Post- Colonial theory, Intersectionality theory and Transnationalism theory may be used to anchor future studies on cultural hybridity and identity formation in globalized societies. The study provided valuable insights and recommendations that contributed to theory, practice, and policy. It enriched theoretical frameworks by adopting a multidimensional approach to understanding identity formation and underscored the importance of recognizing cultural diversity. Educators, community organizations, and policymakers utilized the study's findings to develop inclusive practices and policies that promoted intercultural understanding, social cohesion, and equitable access to resources. Additionally, media practitioners incorporated the study's insights to produce content that challenged stereotypes and fostered positive representations of cultural diversity. Overall, the study's recommendations have had a significant impact on efforts to promote inclusive development and intercultural dialogue in globalized societies.

This research paper shows how the theme of cultural merging is represented in the two selected novels: Jhumpa Lahiri's The Lowlandand Ahmed Saadawi's Frankenstein in Baghdad, as formed at the crossroad of various cultures and the stories of their characters. The study, through a postcolonial theoretical framework, analyzes how hybridity, diaspora, and cultural identity come together to create a complex cultural interface between the individuals in the works under investigation. In The Lowland, Lahiri unfolds the immigrant experience in the lives of Subhash and Gauri, punctuating the narrative with tensions and reconciliations that their Indian and American cultural influences beget. It shows how cultural hybridity forms their identities and relationships, leading to answers in the quest for belonging, not without challenges of displacement. In Frankenstein in Baghdad, Saadawi paints a grim post-invasion Baghdad, wherein traditional and modern elements compose a discordant symphony amidst the chaotic operations of war. Making the Whatsitsname, composed of body parts from victims of bombings and killings, is a literal manifestation of the fragmented and hybrid identity that emerges in this volatile context. The novel's thematic expression of fragmentation, survival, and cultural clash is a befitting comment on the social and political landscape of contemporary Iraq. Further, the paper reflects on what effect these narratives might have on the reader's perception of cultural hybridity and the protagonist's identity, leading to the development of empathy and a more profound understanding of the challenges of living in a multicultural world. Moreover, this study identifies how much significant are these novels for postcolonial and contemporary literature, they do not only contribute but also propel discourse on cultural interactions and identity formation.

The task of exploring the process of the cultural identity formation of immigrant youth is a difficult one. Firstly, immigrant youth originate from a variety of nations, cultural backgrounds, and migratory experiences, each with its own unique historical, cultural, political, and socioeconomic context. Secondly, cultural identity formation has traditionally been studied from a number of different theoretical and empirical approaches, a reality which has resulted in a lack of a unified and interdisciplinary theory of identity formation. The leading theories on this topic have arisen predominantly from psychology and from empirical, quantitative approaches. Yet, proponents of this discipline have called for identity formation to be analyzed from a more critical and contextualized historical, interdisciplinary, intersectional, and systems perspective. This commentary will summarize the different approaches to research on youth cultural identity (including critical approaches), outline the need for a systems perspective, discuss some of the gaps in this approach, as well as opportunities for possible research on cultural identity formation, through the systems model.

In the Republic of Serbia, education reforms have been implemented since 2000 with the aim of harmonizing this important field of society with the so-called European Education Area. The whole range of changes lawfully adopted and applied in practice at all levels of institutionalized education is mainly directed towards the standardization and unification of "domestic" education with the educational paradigms of a neoliberal society. Maintaining the continuity of cultural development and the formation of cultural identity are important issues for overall social development, and they are not given proper attention in the education strategy. In addition to that, the institutional preparation of future teachers does not sufficiently focus on this issue.In this paper we consider: (1) the normative framework that regulates the field of primary education and the formation of cultural identity in the Republic of Serbia, (2) the factors influencing the process of training future teachers for the formation of cultural identity and (3) the teachers’ competencies as a support to the formation of the cultural identity of younger school-age children.The importance of the harmonization of the basic guidelines of the normative framework regulating primary education and the formation of cultural identity with the basic intentions of preparing future teachers is emphasized. Especially from the perspective of the role of teachers in the process of establishing and preserving the cultural identity of generations reaching compulsory primary education in the context of intergenerational transmission of culture, cultural patterns and values. At the same time, the paper emphasizes the insufficient presence of content in the education of future teachers that would adequately prepare them for understanding the complex problem of forming a cultural identity.The authors point out the importance of the groundedness of future teachers’ preparation in terms of their academic knowledge of society, history and culture. The aim of the paper is to emphasize the importance of developing teachers’ competencies necessary for understanding identity issues and forming a cultural identity.The paper employs the descriptive-analytical method.

Cultural identity is increasingly seen as a relevant outcome of language learning or teaching beyond intercultural communicative competence. In the process of learning and using languages of Mongolian (mother tongue), Chinese and English, trilingual teachers in ethnic areas in China have unique cultural identity. Taking junior high school trilingual teachers in Inner Mongolia as an example, a quantitative survey and qualitative interviews were conducted based on the two central questions: how cultural identity is constructed and what factors contribute to its differentiation. The results show that the cultural identity of trilingual teachers is characterized by dynamism, development and complexity. The cultural identity of trilingual teachers in ethnic areas is reflected in novice teachers’ stronger dual and multicultural identity compared to experienced teachers. Furthermore, teachers’ linguistic practices and professional experience significantly shape trilingual teachers’ cultural identity formation. These findings offer valuable implications for professional development of trilingual educators in China’s ethnic minority regions and cultural identity training for L2 teachers globally.

The article deals with the formation of cultural identity in modern Ukrainian family, analyzes the role of family socialization features. Considerable attention is given to cultural and educational potential of the family and its influence on the cultural identity formation. Process of identity formation is always largely determined by the specific socio-cultural factors which were shaped by centuries of historical development. Family as a social institution deserves priority attention among those fundamental factors. Family – first principle of society. It is a certain social group in which most individual characteristics of the parents , their children and other family members showed through their behavior and personality development which are formed with self-knowledge, self-actualization and socialization of its members. Family by its characteristics is a social structure that goes through various stages of growth and development and through improved performance of its functions. It enriches the treasury of material and spiritual values of the people. The material and moral responsibility of family members to each other and to society is the main feature on the basis of these theoretical studies , modern family has to become a key element in the individual`s education and socialization. Proceeding with historical and modern conceptions of identity, a person in the epicenter of culture, is the highest spiritual value which becomes it`s spiritual essence and a part of humanity. The person develops it through culture. The cultural essence of personality is the backbone component of its integrity. Cultural values in the socio-cultural sphere are achieved by the beliefs of humanity that were formed and still continue to grow in the transformation of the socio-historical situation. The succession of generations is a process of mutual transfer, assimilation, storage and use of material and spiritual values, social information and experience of previous generations where the family plays an important role. The family in Ukraine fells under the influence of transformation of socio-cultural and political processes and transformations. They reflect on it and led to significant changes in their functioning. Socio-economic conditions of life appear in the relationship: increasing conflict, collapsing the established ethical principles of operation of the complete family. Dysfunctions increased in economic, legal and moral vulnerability of families, reducing their role in the socialization and education of children. This affects today's youth significantly. This effect is motivated by emotion, culture, internal rules and possibilities of family resources. However, the modern Ukrainian family does not realize it`s great educational potential. It depends on many social factors , especially economic life marked both positive and negative trends. This feature needs detailed analysis of trends, opportunities and constraints for the implementation of the educational potential of Ukrainian families. It ensures the development of the individual in the modern world. Therefore, the study of socio-cultural and psycho-educational situation in the family upbringing of the young generation has to become a basis for further development of public policy in education. The content of individual’s education in modern Ukrainian family should be integrated into national and humanist culture of the people in Intercontinental area. Content of education should reflect and establish the highest national and universal value orientation in the minds of modern and young people: spiritual, cultural, humanistic, ethical, aesthetic, physical, social and labor. It should also reflect the practice of modern Ukrainian family in the independent state. Based on these theoretical studies, the modern family is a major element in the education of contemporary identity and in shaping its culture. In Ukrainian family, it`s ideas were always clearly distinguished and rooted in the depths of people's life, minds, work and creativity. At all times ideals of the family were the highest and most sacred for our people. Family was considered to be a fundamental principle of human life, a kind of fortress, which provided development and protection of personality’s best qualities, including: labor as the most complete form of expression and creativity of human capabilities, sources of wealth and pleasure; spirituality as a synthetic form of understanding the world and ourselves in the same high moral dimension of creative and humane attitude to the environment and people. Ukrainian family has to cultivate such qualities of character and personality characteristics as: respect for parents and family devotion, commitment to mutual support , formation of national consciousness and identity, love for the land and people, formation of high language culture, respect the culture, customs and traditions of the peoples who inhabit the Ukraine, and the peoples of the world. Family has to look after their national dignity, honor, inner freedom, pride for their land and the people. The principles of all mankind and public morality – truth, justice, patriotism, kindness, diligence, humane treatment of the environment, a comprehensive and harmonious development of the individuals. Based on the above, we can say that social and cultural values are instilled and transmitted from generation to generation, and modern Ukrainian family plays the most substantial role in shaping of cultural identity and socialization.

The article states that the most important task of the current educational process in higher educational institutions is not only the training of a professional, but also the moral education of modern Russian youth. The author believes that the value vectors in the system of educating young specialists should be the formation of cultural identity, humanistic consciousness, and moral goal-setting among the younger generation of Russia. It is noted that cinema and music play a significant role in this process, which have acquired special significance as a tool for the mass familiarization of young people with national cultural codes in the conditions of information and technological development of post-industrial society. The author proposes different types of activities through mass art forms that contribute to the formation of national and cultural identity.

This research study on Convergence of Cinema and Literature with Culture in Sri Lanka as a quantitative study on the perceptions of the youth perception, examines the multifaceted links between cinema, literature, and culture from a Sri Lankan perspective, focusing on the perceptions and experiences of young adults between the ages of 20-25. This quantitative study employed a cross-sectional survey research designed to acquire Sri Lankan youth's perceptions regarding the convergence of cinema and literature with culture under four important themes aligned on Cultural Heritage and Literature, Cinema and Cultural Representation, Cultural Identity Formation, and, Future Cultural Directions. In a methodical survey of 260 members across the four thematic dimensions, the research assesses how Sri Lankan youth navigate the connection of classic literary heritage, emerging cinematic form, and evolving cultural identity. The study discovers significant correspondences among media consumption patterns, cultural preservation natures, and identity formation processes across Sri Lankan youth. It underscores the necessity of youth generations cultural engagement via cinema and literature in education, industry, and policy initiatives that considered their enthusiasm for authentic cultural expression.

Malaysia is well known for its rich tapestry of ethnicities and culture and is now experiencing a significant shift due to globalization. This increased interconnectedness brings a flow of global cultural influences, particularly impacting the nation’s youth. The conceptual paper explores the complex negotiation process of Malaysian youth as they navigate global culture against their own ethnic heritage and national identity. The constant exposure to Western trends and homogenizing forces raises questions on potential erosion of the local culture practices and traditions. It also presents challenges to the formation of stable cultural identity. Malaysian youth, particularly those residing in urban areas with easy access to social media and trends, find themselves negotiating between their ethnic traditions and the allure of global pop culture. This research delves into how young Malaysians navigate this complex landscape, grappling with the question: How do they negotiate their cultural identities in the face of cultural globalization? Specifically, it seeks to identify the key influences of global culture among Malaysian youth including media consumption, fashion trends and others and examine the strategies employed to negotiate their cultural identities. To further understand the phenomenon, Identity Negotiation Theory is applied. This theory proposes that individuals actively construct and negotiate their identities through social interactions. It emphasizes the interplay between personal and social self-views. For future research agenda, a qualitative method will be employed to offer a nuanced perspective on the multifaceted relationship between cultural globalization and identity formation among youth. This research is able to contribute to the discourse on cultural globalization and cultural identity among youth in Malaysia.

Introduction. Geopolitical challenges of our time encourage teachers to search for optimal means to counteract the deformation of the ideological positions of students, the mixing of cultures, and the devaluation of traditional cultural and historical values. In this context, the formation of cultural identity among students and schoolchildren, which unites all-Russian and regional cultural meanings at the content level, acquires great theoretical and practical significance. As an example, the Novgorod cultural identity is given as an integrative symbol of the cultural and historical heritage of Russia and the Novgorod region. The purpose of the study is the scientific substantiation of the concepts of “cultural code” and “cultural identity” as pedagogical phenomena containing national and regional components. Materials and methods. Using theoretical methods (interdisciplinary analysis, synthesis, generalization), a study of scientific sources was carried out, which made it possible to identify the relationship between the concepts of “cultural code” and “cultural identity”. In order to determine the components and levels of formation of cultural identity among students, a survey was conducted of 327 students and schoolchildren of the Novgorod region aged 14 to 21 years. Statistical data processing was carried out using the Google Forms service. Results. Based on a theoretical analysis of scientific sources, it was established that cultural identity as a conscious position of young people can be purposefully formed by pedagogical means, and the cultural code can be generated and transmitted by various institutions of socialization. The survey data recorded a fairly high level of development of the cognitive component of the cultural identity of students and an average level of development of the affective and behavioral components. Based on the results obtained, the problematic field of cultural categories was translated into the plane of pedagogical discussion and their characteristics as social and pedagogical phenomena were given. Conclusion. The conducted research made it possible to identify the relationship between the concepts of “cultural code” and “cultural identity”, to determine the general civil and regional aspects of the cultural identity of students. The comprehensive educational program for training future teachers developed by the authors, which includes the history of education and enlightenment of the Novgorod region, the theoretical foundations of educational tourism, museum and excursion pedagogy, will be of practical interest for university teachers and school teachers who carry out educational work with students.

This paper delves into the profound impact of social media on the cultural dynamics of Chinese university students, with a particular emphasis on how these digital landscapes mediate the integration, adaptation, and at times, resistance to Western cultural elements. As digital platforms become increasingly central to daily life, they not only serve as conduits for global cultural exchange but also as arenas where cultural identities are negotiated and redefined. By conducting a comprehensive analysis of popular social media platforms among Chinese youth, such as Weibo, WeChat, and Douyin, this study uncovers the complex interplay between global cultural flows and local traditions. It examines how these interactions influence the formation of identity, the evolution of values, and the adoption of social practices among the youth in China. The investigation reveals that while social media facilitates the exposure to and engagement with Western culture, Chinese university students approach these encounters with a critical eye, selectively adopting elements that resonate with their personal and cultural identity while resisting those that conflict with traditional values. This selective engagement highlights a dynamic process of cultural hybridization, where Western influences are not merely absorbed passively but are actively interpreted, modified, and integrated into the fabric of Chinese youth culture. The findings underscore the role of social media as a significant force in shaping contemporary cultural landscapes, offering insights into the broader implications of digital technology on cultural globalization and identity formation in the context of China’s rapidly changing society.