Cross-cultural Education Research Articles

International development volunteering as a catalyst for long-term prosocial behaviours of returned Canadian volunteers

This article documents the long-term impacts of international development volunteering (IDV) on the prosocial behaviours, educational or career choices, and global citizenship activities of returned international volunteers (RVs). Findings from a 2018 survey completed by 450 Canadian RVs show how IDV can contribute to global citizenship and civic engagement. Qualitative and quantitative analyses demonstrate how IDV can help to build a more empathetic and justice-oriented society dedicated to addressing the causes and consequences of global poverty and inequality. As a distinctive model for transformational learning, this study illustrates the value of IDV as a model for cross-cultural education shaping values of global civic responsibility.

Assessment of dermatologist-patient race and ethnicity concordance in the Medicare population

Assessment of dermatologist-patient race and ethnicity concordance in the Medicare population

The Construction Path of English Ecological Classroom under the Theory of Multiculturalism

In the process of continuous development, expansion and integration of culture, the pattern of multi-culture will gradually form. Under the theory of multiculturalism, teachers should start from an international perspective and an overall perspective to build an English ecological classroom that is suitable for the healthy growth of students. Teachers should pay attention to correctly establish the subject of English class and rationally present cross-cultural education. Construct an ecological English teaching model and create a reasonable ecological niche for teachers and students. In this way, the collaborative development of classroom subjects can be ensured and the efficiency of English teaching can be improved comprehensively.

Dialectical Versus Linear Thinking Shapes People's Anticipation of Climate Change.

Dialectical thinking refers to a constellation of beliefs that consist of expectation of change, tolerance of contradiction, and holism. The current research explored whether dialectical thinking would affect people’s anticipation of climate change, which has been propagated globally. Study 1 compared the responses between Chinese participants, representing people from cultures that promote dialectical thinking, and North American participants, representing people from cultures that promote linear thinking. The results showed that Chinese participants demonstrated a stronger non-linear pattern regarding the anticipation of climate change as compared with American participants, in which Chinese participants were more likely to anticipate a stable trend but less likely to anticipate an increasing trend for global warming. Study 2 with a manipulation of dialectical and linear thinking was conducted and provided some generally supportive evidence for the causal relation between dialectical beliefs and the anticipation of climate change. Implications for cross-cultural environmental research and international climate change education programs were discussed.

Polycultural education in Ukraine in the context of the teacher’s personality development

The article analyses the conceptual foundations of polycultural education from a pedagogical point of view and determines the peculiarities of polycultural education which is certainly a priority taking into consideration the fact that Ukraine is a multiethnic country. The main legislative acts that confirm the existence of the concept of “multicultural education” have been investigated. The author reflects on the use of different terminological concepts to illustrate the diversity of ideas regarding the purpose, nature and content of polycultural education and training in a multicultural world. The term “polycultural education” is understood in the same way as “multicultural education”. The proper analysis of the scientific literature has proved that there is no unequivocal opinion concerning the above-mentioned definition, and. accordingly, there is a number of synonyms determining the concept of multicultural education, in particular intercultural and cross-cultural education. The theory and practice of polycultural education is based on historical, cultural, sociolinguistic, social and pedagogical factors. Modern conditions for the society development make new incresed demands on the competitiveness of future professionals including the ability and readiness to implement the educational process on the basis of multicultural education ideas. The main principles for the development of multiculturalism in higher education institutions are highlighted, the important tasks ensuring the implementation of the multicultural education ideas for the students’ upbringing are outlined. It is noted that a prominent place in the formation of a multicultural personality of the teacher is undoubtedly the study of a foreign language, as language and culture are always in inseparable and productive interaction. Nevertheless, the development of a multicultural personality is considered as an important task in preparing the younger generation to living harmoniously in the multicultural society.

The challenges of measuring epistemic beliefs across cultures: evidence from Nigerian teacher candidates

ABSTRACT Available evidence indicates that teacher candidates undergo shifts in beliefs throughout the process of learning to teach, and various contextual realities contribute to reshaping their general teaching beliefs. The concept of epistemic beliefs is key to understanding teacher development as cross-cultural teacher education becomes increasingly common. This study examines Nigerian teacher candidates’ conceptions about the nature and process of knowing, epistemic beliefs. This exploration of these epistemic beliefs is framed within the United States-based Schommer model. Exploratory factor analysis was employed to examine a sample of 1009 full-time teacher candidates at two large public institutions in southwestern Nigeria. Findings indicate that Nigerian teacher candidates expressed dependently complex, yet distinct epistemic beliefs compared to their U.S. counterparts. The findings are contextualized within the effective deployment of teacher education research across cultures, highlighting sociocultural antecedents to the nature of reality in the measures of teacher candidates’ epistemic beliefs in non-Western contexts. Implications for educational theory, research, and practice are discussed.

Midwives’ experiences with screening for intimate partner violence in Santiago, Chile

Although intimate partner violence (IPV) is well-established as a highly prevalent global issue, research examining the experience of health providers who screen women at risk for IPV is scarce. We aimed to explore the experience of midwives in primary health care centers in Santiago, Chile, regarding identification of at-risk women and barriers to screening. We highlight the intersection of complex issues of global relevance, such as culture, language, provider–patient relationships, and allocation of time and resources. In our results, we illustrate the importance of providing midwives extended time, interpreter services, and cross-cultural education to address IPV in their transcultural context.

"Morasha" - means heritage. The monographic outline of the Lauder-Morasha School in Warsaw

The monographic outline of the Lauder-Morasha School in Warsaw describes it as an educational institution that functions in the Polish reality and enables its pupils maintain their monority Jewish national and linguistic identities. This school, open to different cultures and philosophies of life, within its walls integrates children of various religions, creeds, and nationalities. Apart from the general curriculum in agreement with the MEN (Ministry of National Education) requirements, it offers Judaistic subjects, such as Hebrew, Jewish tradition, culture, and ethics, as well as the history of the Jews. In the school, an emphasis is laid on the teaching of foreign languages. Also, a programme of cross-cultural education is implemented. This article presents the history of the Ronald S. Lauder Foundation in Poland from when it was founded 30 years ago. The author describes projects organised by the Foundation as well as its development and significance in the rebirth of Jewish life in Poland.

Introducing cross-cultural education in palliative care: focus groups with experts on practical strategies

BackgroundThe linguistic and cultural diversity found in European societies creates specific challenges to palliative care clinicians. Patients’ heterogeneous habits, beliefs and social situations, and in many cases language barriers, add complexity to clinicians’ work. Cross-cultural teaching helps palliative care specialists deal with issues that arise from such diversity. This study aimed to provide interested educators and decision makers with ideas for how to implement cross-cultural training in palliative care.MethodsWe conducted four focus groups in French- and Italian-speaking Switzerland. All groups consisted of a mix of experts in palliative care and/or cross-cultural teaching. The interdisciplinary research team submitted the data for thematic content analysis.ResultsFocus-group participants saw a clear need for courses addressing cross-cultural issues in end-of-life care, including in medical disciplines outside of palliative care (e.g. geriatrics, oncology, intensive care). We found that these courses should be embedded in existing training offerings and should appear at all stages of curricula for end-of-life specialists. Two trends emerged related to course content. One focuses on clinicians’ acquisition of cultural expertise and tools allowing them to deal with complex situations on their own; the other stresses the importance of clinicians’ reflections and learning to collaborate with other professionals in complex situations. These trends evoke recent debates in the literature: the quest for expertise and tools is related to traditional twentieth century work on cross-cultural competence, whereas reflection and collaboration are central to more recent research that promotes cultural sensitivity and humility in clinicians.ConclusionThis study offers new insights into cross-cultural courses in palliative and end-of-life care. Basic knowledge on culture in medicine, variable practices related to death and dying, communication techniques, self-reflection on cultural references and aptitude for interprofessional collaboration are central to preparing clinicians in end-of-life settings to work with linguistically and culturally diverse patients.

Communication and Social Interaction across Cultures: The Case of a German and Ghanaian Educational Exchange Program

Using a constructivist epistemology, this paper explores the cross-cultural learning experiences of exchange students from Hochschule Düsseldorf University of Applied Sciences in Germany and the University for Development Studies in Ghana. The findings reveal differences in the students’ commitment to agreements, tasks and time; while the German students have a high commitment to time awareness -- reporting to lectures and other meetings on time -- their Ghanaian counterparts do not. We suggest that universities preparing students for educational exchange programs should actively embark on cross-cultural education and training, providing adequate information on the context and culture of the host country, targeting all stakeholders before, during and after the exchange program. This will enhance effective intercultural relations and social interaction, and minimize culture shock.

A Cross-Cultural Examination of Parental Knowledge of Concussion in Sicily, Italy

ABSTRACT Forty parents of youth soccer players of ages 5–17 years, in Sicily, Italy completed a survey measuring knowledge of concussion symptoms and facts. Parents averaged 16 out of 23 correct responses (69.5%) on the survey, with no significant correlation between parental age and education and knowledge. Italian parents were more familiar with somatic symptoms (92.5%-100% correct) than emotional/behavioral (27.5%-57.5% correct) and sleep symptoms (45.0%). Comparisons to U.S. and Australian research showed general agreement on knowledge of concussion symptoms, but less awareness of other concussion facts among Italian parents. More research on cross-cultural concussion education and barriers to concussion resources is warranted.

The cross-cultural communications impact on increasing business profitability in digital technologies use

The main objective in this paper is to analyze the impact of cross-cultural communication on increasing business profitability. In order to do that, the research is based on three main concepts: cross-cultural skills, which are considered in our study one the most strategical tools for companies’ success, concerning both the profitability and the image of any company. Cross-cultural communication, as stated by the anthropologist Edward Hall in his book The Hidden Dimension. Hall is most associated with proxemics, the study of the human use of space within the context of culture. Bearing in mind Hall’s considerations, the paper emphasized the need and importance of cross-cultural education for employees, as long as the goal of the companies is to position themselves internationally. Intercultural communication. Hall’s ideas have also had a significant impact in communication theory, especially intercultural communication, where it inspired research on spatial perception that continues to this day. In the digital economy, there are different indicators for measuring the level of cross-cultural skills within a company: a financial indicator such as return on sales has an important role. Sales play a fundamental role in the activities of any company and they are causally related to the cross-cultural skills of employees and entrepreneurs concerning company’s management. Business management style as well as the type of cross-cultural communication existing in the company will determine the international position of any company. Communication and cross-cultural skills contribute to a positive image of the company, since these are skills pointing out at companies with multilingual staff, with personal and professional experience living and working in different countries, experts on using innovative technologies, characteristics which will strongly impact on final profitability results. The paper concludes focusing on the importance for all the international companies to invest in the concept of intercultural communication and cross-cultural skills as a way of behaving in business, since these skills will reward them with increasing ratios of business profitability in international markets.

Формування екологічної культури в учнів початкової школи

The basics of formation of ecological culture in elementary school students are revealed. Increasingly, scientists are talking not just about teaching the younger generation, but about environmental education as an individual process of personal development. Culture is a complex of subjectivities and objectifications that must be learned in the process of cross-cultural education and are used in everyday orientation. The most important function of culture is that it is the way in which societies solve problems. Culture has four basic elements: concepts (concepts), relationships, values, rules and norms. Each of these components plays an extremely important role in creating students' cultural image and environmental education. The most important function of culture is that it is the way in which society solves problems. Given the current global trends, the formation of elementary school students of ecological culture is of particular importance in Ukraine. State programs, state documents aimed at promoting healthy lifestyles of children and youth are outlined. One of the main tasks of education is to educate conscious attitudes towards one's own health and the health of others, to form hygienic skills and principles of healthy lifestyles, to preserve and strengthen them. health of the younger generation. Scientists are talking not just about teaching the younger generation, but about environmental education as an individual process of personal development. Culture has four main elements: concepts (concepts), relationships, values, rules and norms. Each of these components plays an extremely important role in creating students' cultural image and environmental education. The most important function of culture is that it is the way in which society solves problems. Given the current global trends, the formation of elementary school students of ecological culture is of particular importance in Ukraine.

Medical knowledge exchange by crosscultural education projects: a practical approach based on a structured qualitative analysis of radiology teaching in Azerbaijan

In 2015, the World Health Organization announced its Sustainable Development Goals. This agenda contributes to reducing inequity in healthcare and improving health. In a world with major differences between countries, the following question should be asked: How can healthcare professionals in general (and radiologists in particular) from highincome countries (HIC) and lowand middleincome countries (LMIC) work together to improve global health? The purpose of this paper is to evaluate several recent crosscultural educational efforts in radiology in Azerbaijan and to formulate practical recommendations for radiology education and medical education in general carried out in LMICs by volunteers from HICs. Methods. From a series of four consecutive education projects, we analyzed the evaluation forms of two of the sessions. Furthermore, we evaluated all four education projects by systematic comparison and reflection on 21 items in the categories Background Information, People, and Practice. Results. To all items in the list, a reflection was added that included viewpoints from both visiting and host professionals. The evaluation forms demonstrated that the third education project with practical radiology content was valued higher than the fourth education project on quality management. The participants of both education projects would recommend projects like these to their own colleagues. We formulated recommendations for shortterm crosscultural education projects based on the systematic evaluation, the reflection, and the evaluation forms. Conclusion. This systematic evaluation of serial crosscultural radiology education efforts in Azerbaijan fills a gap in global health research. It is an example of evidencebased crosscultural teaching, and it identified recommendations for future projects. A key finding is the importance of serving the host country’s professionals by carefully assessing their needs. Educational efforts should be seen in the broader context of healthcare development.

MEDICAL KNOWLEDGE EXCHANGE BY CROSSCULTURAL EDUCATION PROJECTS: A PRACTICAL APPROACH BASED ON A STRUCTURED QUALITATIVE ANALYSIS OF RADIOLOGY TEACHING IN AZERBAIJAN

In 2015, the World Health Organization announced its Sustainable Development Goals. This agenda contributes to reducing inequity in healthcare and improving health. In a world with major differences between countries, the following question should be asked: How can healthcare professionals in general (and radiologists in particular) from high-income countries (HIC) and low- and middle-income countries (LMIC) work together to improve global health? The purpose of this paper is to evaluate several recent cross-cultural educational efforts in radiology in Azerbaijan and to formulate practical recommendations for radiology education and medical education in general carried out in LMICs by volunteers from HICs. Methods. From a series of four consecutive education projects, we analyzed the evaluation forms of two of the sessions. Furthermore, we evaluated all four education projects by systematic comparison and reflection on 21 items in the categories Background Information, People, and Practice. Results. To all items in the list, a reflection was added that included viewpoints from both visiting and host professionals. The evaluation forms demonstrated that the third education project with practical radiology content was valued higher than the fourth education project on quality management. The participants of both education projects would recommend projects like these to their own colleagues. We formulated recommendations for short-term cross-cultural education projects based on the systematic evaluation, the reflection, and the evaluation forms. Conclusion. This systematic evaluation of serial cross-cultural radiology education efforts in Azerbaijan fills a gap in global health research. It is an example of evidence-based cross-cultural teaching, and it identified recommendations for future projects. A key finding is the importance of serving the host country’s professionals by carefully assessing their needs. Educational efforts should be seen in the broader context of healthcare development.

The Personal Politics of Action and Applied Anthropology

AbstractAction anthropology came to the fore during the 1950s and 1960s, in part as a critical response to applied anthropology’s colonial and governmental entanglements, seeking to learn from communities by collaboratively pursuing solutions to practical problems. While critical assessments of theory, method, and efficacy abound, the everyday human bonds fostered through these approaches seldom receive mention. This essay focuses on the personal and intellectual relationships Robert K. Thomas and Murray L. Wax formed with Ponca activist Clyde Warrior via the Workshop on American Indian Affairs, Carnegie Corporation Cross-Cultural Education Project, and Kansas Indian Education Research Project during the 1960s. It illuminates some of the interior dimensions of these two expressions of public-facing engaged scholarship.1

Racial and Ethnic Disparities in Radiology: A Call to Action

The US health care system is in the midst of incredible transformation. High-value, high-quality health care is the ultimate goal. Guided by the Institute of Medicine report “Crossing the Quality Chasm,” the focus is to deliver care that is safe, efficient, effective, timely, patient centered, and equitable. Equity is the principle that quality of care should not vary based on patient characteristics, such as race or ethnicity. Even with the same insurance and socioeconomic status and when comorbidities, stage of presentation, and other confounders are controlled for, minorities often receive a lower quality of health care than their white counterparts. These racial and ethnic disparities in quality of care contribute to disparities in health outcomes and higher costs. Radiology is not exempt from this issue, as disparities related to imaging services have been reported in the literature. The root causes of racial and ethnic disparities in health care are complex and include the negative impact of the social determinants of health, limited access to care, as well as health system, provider, and patient factors. The field of radiology has a unique opportunity to engage in efforts to improve quality, address disparities, and achieve equity. A call to action is necessary, with a focus on addressing social determinants of health; creating culturally, linguistically, and health literacy-appropriate outreach and services; investing in cross-cultural education; and diversifying the radiology workforce. Ultimately, radiologists can provide equitable access to radiology care and promote person-centered care solutions that are tailored to the needs of diverse populations.

원작과 리메이크 드라마에 나타나는 문화 번역에 대한 고찰 - 언어 교육 및 이문화 교육에의 응용

원작과 리메이크 드라마에 나타나는 문화 번역에 대한 고찰 - 언어 교육 및 이문화 교육에의 응용

The challenge of cultural competence in the workplace: perspectives of healthcare providers

BackgroundCross-cultural educational initiatives for professionals are now commonplace across a variety of sectors including health care. A growing number of studies have attempted to explore the utility of such initiatives on workplace behaviors and client outcomes. Yet few studies have explored how professionals perceive cross-cultural educational models (e.g., cultural awareness, cultural competence) and the extent to which they (and their organizations) execute the principles in practice. In response, this study aimed to explore the general perspectives of health care professionals on culturally competent care, their experiences working with multi-cultural patients, their own levels of cultural competence and the extent to which they believe their workplaces address cross-cultural challenges.MethodsThe perspectives and experiences of a sample of 56 health care professionals across several health care systems from a Mid-Western state in the United States were sourced via a 19-item questionnaire. The questionnaire comprised both open-ended questions and multiple choice items. Percentages across participant responses were calculated for multiple choice items. A thematic analysis of open-ended responses was undertaken to identify dominant themes.ResultsParticipants largely expressed confidence in their ability to meet the needs of multi-cultural clientele despite almost half the sample not having undergone formal cross-cultural training. The majority of the sample appeared to view cross-cultural education from a ‘cultural awareness’ perspective - effective cross-cultural care was often defined in terms of possessing useful cultural knowledge (e.g., norms and customs) and facilitating communication (the use of interpreters); in other words, from an immediate practical standpoint. The principles of systemic cross-cultural approaches (e.g., cultural competence, cultural safety) such as a recognition of racism, power imbalances, entrenched majority culture biases and the need for self-reflexivity (awareness of one’s own prejudices) were scarcely acknowledged by study participants.ConclusionsFindings indicate a need for interventions that acknowledge the value of cultural awareness-based approaches, while also exploring the utility of more comprehensive cultural competence and safety approaches.

ТЕОРЕТИЧНІ АСПЕКТИ ВЗАЄМИН СТУДЕНТСЬКОЇ МОЛОДІ У ПОЛІКУЛЬТУРНОМУ ПРОСТОРІ В УКРАЇНСЬКИХ ЗАКЛАДАХ ВИЩОЇ ОСВІТИ

The article is devoted to substantiation of the necessity of accentuating attention to cross cultural education as means of personality socialization into multicultural environment in the educational process, discusses the social importance and practical necessity of the formation of students’ interpersonal relations in a multicultural environment at higher pedagogical educational institutions. It is also devoted to further admitting of directions in which the cross cultural education develops and is focused on the fact that in the formation of communicative competence there was always attached high status of cultural etiquette knowledge as an important component of creating knowledgebase and educational picture of the individual life, the current regulator and correlative process of interpersonal relationships. The article covers the issues of pedagogical principals, functions, and aims of cross cultural education, the aim of which is a formation of the person who is ready for the vital activity in a multicultural environment, to live in peace and consent with people of different nations and also to develop multicultural balance in the educational process. Provisions in the training of specialists must be based on the priorities of the universal values, the need to form a communicative multicultural competence, planetary thinking, understanding and the feeling of the personality like an integral part of a single and interconnected world, the formation of positive interpersonal relations between student youth in a multi-ethnic environment. That is, the higher school should be focused on the solution of the main task – to educate not only a specialist with knowledge qualification of high quality of specific branch, but a specialist of such a level of a polytechnic culture, who is capable of implementing the positive interpersonal relationships in the conditions of multicultural environment.