Cross-cultural Experiences Research Articles

Learning to know, be, do, and live together with in the cross-cultural experiences of immigrant teacher educators

This study examined three Afro-Caribbean immigrant teacher educators whose learning based on reflections about their experiences with teachers in the United States revealed how they developed knowledge beyond practice in their learning to know, do, be and live together with others. The educators' learning reflected the processes of observation, reflection, awareness, requesting student feedback in the moment, and the passing of time that resulted in adjustment to their body language, changes in their expectations of students, a modification in their communication, code-switching and sensitivity. Implications based on the study for the new kind of teacher educator are subsequently addressed.

U.S.-Based Short-Term Public Health Cultural Immersion Experience for Chinese Undergraduate Students

A U.S. and Chinese university developed a short-term student exchange program in public/community health. The program—which consisted of lectures, seminars, field trips, cross-cultural experiences, and a synthesis excursion—resulted in high levels of program satisfaction, increased intrapersonal awareness, and skill acquisition. Program content and student evaluations indicate that short-term study-abroad programs in the United States may be attractive alternatives or enhancements to long-term academic study for foreign nationals.

Incorporating Cultural Narratives as an Instructional Strategy in EFL Teacher Education

Even though Korean society is rapidly becoming multicultural and multilingual, EFL teacher education tends to teach language skills and pedagogical knowledge without sufficiently addressing multicultural issues. This study explored the potential of incorporating cultural narratives (CNs) as an instructional strategy in EFL teacher education to foster Korean EFL teachers` cultural sensitivity and competency. The primary data came from two surveys with 12 secondary school English teachers and a focus group interview with six of them. The teachers all participated in a six-month in-service English teacher education program and took the researcher`s cultural course. The researcher, who taught English in secondary schools in Korea as well as who had diverse cross-cultural experiences, incorporated not only her own CNs but also various types of multicultural stories in the curriculum. The study revealed that the teachers perceived the CNs presented in class as meaningful and useful in promoting their cultural sensitivity and competency. The researcher concludes that CNs could play an important role as an instructional strategy in EFL teacher education.

Cross-Cultural Adjustment Experience in High Technology Management: Case of Władysław Turowicz in Pakistan Air Force

Cross-Cultural Adjustment Experience in High Technology Management: Case of Władysław Turowicz in Pakistan Air Force

Import/Export: Trafficking in Cross-Cultural Shakespearean Spaces

This essay examines the phenomenon of cross-cultural Shakespearean “traffic” as an import/export “business” by analyzing the usefulness of the concept crosscultural through a series of theoretical binaries: Global vs. Local Shakespeares, Glocal and Intercultural Shakespeare; and the very definition of space and place within the Shakespearean lexicon. The essay argues that theoretically, the opposition of global and local Shakespeares has a tendency to collapse, and both glocal and intercultural Shakespeares are the object of serious critique. However, the project of cross-cultural Shakespeare is sustained by the dialectic between memorialization and forgetting that attends all attempts to record these cross-cultural experiences. The meaning of crosscultural Shakespeare lies in the interpreter’s agency.

Undertaking international work overseas and at home: why are alumni willing?

These data gathered from Monash alumni answer six questions about interest in international careers. (1) Are organisations in Australia in which Monash alumni work increasing their international focus and why?: They are, chiefly in order to grow and because of their industries' focus. They also use jobs with international responsibilities managed from Australia strategically, from necessity, and to develop staff. (2) Are there effects on alumni careers e.g. possible expatriation and undertaking jobs with international responsibilities managed from Australia? Yes. A third of alumni have domestic jobs with international work especially when >40 and in late career than early or mid-career, dealing with countries mostly in the Anglo and Far Eastern/Oriental countries, and others could be asked to take up that work. Moreover, alumni could be asked to expatriate especially when 31 to 40 than >40 and in early to mid-career, and to Anglo, Far Eastern/Oriental, and Latin European countries. (3) How willing are alumni to relocate overseas to work or to work in jobs with international responsibilities managed from Australia? Moreover, what do the latter jobs comprise? Alumni are quite willing to undertake domestic international work. They are not very willing to relocate internationally for work, less so to culturally dissimilar countries to Australia, less so when it is a more permanent international career pattern, but more so when 30 or less and in early career. (4) What factors help or hinder an interest in international careers, both as expatriation and as international jobs performed in Australia? Family hinders international work the most, especially partner reluctance and career, children's education, and time away and lost contacts, especially worst if aged 41 to 50, married and with high school children, and in mid-career than late or early career . Expecting personal development through cross-cultural experience and job challenge helps an interest in relocation overseas for work, (5) Are alumni experienced in and confident about dealing with international work? Alumni do not have much international experience but are very confident about living and working in a country with a culture different to their own. (6) What are the human resource policies the organisations of alumni are using for international work and how do they help address factors hindering an interest in it? Few human resource policies are offered for international work. Those least offered are the ones that deal with the reasons alumni are not likely to undertake international work e.g. partner employment and training and assistance with children's education. The policies offered have to do with travel and accommodation, providing strategic information, rewards/financial, and career paths.

Open- and closed-mindedness in cross-cultural adaptation: The roles of mindfulness and need for cognitive closure

Individuals who are high, relative to low, in mindfulness are more open when ascribing meanings to new experiences and more resilient under stress, suggesting that mindfulness may play an important role in cross-cultural adaptation. In contrast, those high in need for cognitive closure (NCC) seem to close one’s mind to new cross-cultural experiences. We tested these contrasting effects of mindfulness and NCC by examining Asian international students (n=233) who study at an Australian university using several measures of psychological and sociocultural adjustment. The study found that more mindful sojourners develop greater sociocultural skills and superior knowledge of a unique local culture. The role of need for cognitive closure (NCC)―closed-mindedness spurred by a desire for clear-cut understanding―was found primarily in the domain of psychological adjustment. The results highlight the importance of these dimensions of open- versus closed-mindedness during cross-cultural adaptation.

Cross-cultural Experience, Language and Healing

Cross-cultural Experience, Language and Healing

Learning to teach culturally and linguistically diverse students through cross-cultural experiences

Teacher participation in cross-cultural experiences is often associated with the broadening of perspectives and increased intercultural sensitivity. While these qualities provide an overarching and important framework for intercultural development, they remain highly abstract. What exactly do we mean when we refer to these qualities? And in what ways, if any, do they translate into the classroom or school setting? Drawing on interviews from thirty Anglophone educators working in overseas international schools, this article focuses on links between broad-based changes in perspective and concrete changes in professional practice. Findings highlight an important relationship between personal and professional transformation, with the most noteworthy instructional changes emerging in the areas of language, communication style and religious/gender considerations. Most importantly, data from the study illustrate that the prolonged cross-cultural experience was not limited to changes in general disposition but had direct implications on the professional practice of participating educators.

Discoveries Made while Reconnecting God's Story to Scripture and Service

Story was much more nuanced than I had ever anticipated. Cross-cultural experience drove home the need to identify and define the various nuances of story. This resulted in a three-tier classification of stories. I then reevaluated the role of narrative and metanarrative as well. Will these classifications eliminate noise in communication? Certainly not, but they will definitely help Christian teachers maximize clarity, thereby facilitating authentic transformation as individuals find their place in God's story.

Cross-cultural Experiences during a Visiting Scholar Program: “…A Start[ing] not a Finishing Point”

Cross-cultural Experiences during a Visiting Scholar Program: “…A Start[ing] not a Finishing Point”

Применение междисциплинарных решений в управлении, или как использовать опыт эксплуатации технических систем при распределении загрузки персонала

To a modern executive officer enterprise management means challenging requirements in search of
 unconventional solutions in system administration organization. A whole spectrum of solutions is found when
 you use knowledge, traditions and managerial decisions existing in other spheres. This article contemplates
 concepts and philosophy that consider the problem from the other point of view and find new or specialized
 decisions from related areas. A comparison between workload management in technological system and
 human resources is used as an example. Based on this comparison implications are made about certain
 compatibility of these systems and possible adaptation of the existing management methods. At the end we
 come to the conclusion of benefit from using intersectorial and cross-cultural experience.

Volunteerism in developing communities: A descriptive study on barriers to providing services

International Journal of Therapy and RehabilitationVol. 24, No. 3 PracticeVolunteerism in developing communities: A descriptive study on barriers to providing servicesSophia Garbutt, Jessica Grunden, Lesley Love, Kelsey Schweinsberg, Alexandria WiseSophia GarbuttSearch for more papers by this author, Jessica GrundenSearch for more papers by this author, Lesley LoveSearch for more papers by this author, Kelsey SchweinsbergSearch for more papers by this author, Alexandria WiseSearch for more papers by this authorSophia Garbutt; Jessica Grunden; Lesley Love; Kelsey Schweinsberg; Alexandria WisePublished Online:8 Mar 2017https://doi.org/10.12968/ijtr.2017.24.3.131AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Allen IE, Seaman CA (2007) Likert Scales and Data Analyses. http://asq.org/quality-progress/2007/07/statistics/likert-scales-and-data-analyses.html (accessed 20 February 2017) Google ScholarAmerican Occupational Therapy Association (2016) The Road to the Centennial Vision. http://bit.ly/2m3DHcQ (accessed 20 February 2017) Google ScholarAmerican Physical Therapy Association (2014) Telehealth. https://www.apta.org/uploadedFiles/APTAorg/About_Us/Policies/BOD/Practice/Telehealth.pdf (accessed 20 February 2017) Google ScholarCameron D, Cockburn L, Nixon S, et al. (2013) Global partnerships for international fieldwork in occupational therapy: Reflection and innovation. Occup Ther Int 20(2): 88–96. doi: https://doi.org/10.1002/oti.1352 Crossref, Google ScholarCenters for Disease Control and Prevention (2015) Medical Tourism. http://www.cdc.gov/features/medicaltourism/ (accessed 20 February 2017) Google ScholarEtikan I, Musa SA, Alkassim RS (2016) Comparison of convenience sampling and purposive sampling. AJTAS 5(1): 1–4. doi: https://doi.org/10.11648/j.ajtas.20160501.11 Crossref, Google ScholarGallagher F, Broderick E, Tynan, G (2008) Opinion piece: occupational therapy in developing countries: our Moldovan experience. Ir J Occup Ther 36(2): 34–38 Google ScholarGulati S (2005) Occupational therapy education and intervention in the developing world. Occup Ther Now 7(2): 3–6 Google ScholarHumbert TK, Burket A, Deveney R, Kennedy K (2012) Occupational therapy students' perspectives regarding international cross-cultural experiences. Aust Occup Ther J 59(3): 225–234. doi: https://doi.org/10.1111/j.1440-1630.2011.00987.x Crossref, Google ScholarKitchenham B, Pfleeger SL (2003) Principles of survey research part 6: Data analysis. SEN 28(2): 24–27. doi: https://doi.org/10.1145/638750.638758 Google ScholarKrefting L (1992) Strategies for the development of occupational therapy in the Third World. Am J Occup Ther 46(8): 758–61 Crossref, Google ScholarNickols SY, Rothenberg NJ, Moshi L, Tetloff M (2013) International service-learning students' personal challenges and intercultural competence. J High Educ Outreach Engagem 17(4): 97–124 Google ScholarPiper E, Owens J, Harvey J, Ibrahim N (2009) Internationalizing education: Response. Br J Occup Ther 72(10): 464 Crossref, Google ScholarPortney LG, Watkins MP (2000) Foundations of Clinical Research: Applications to practice. 2nd edn. Prentice Hall Health, Upper Saddle River, NJ Google ScholarSan Diego State University (nd). Descriptive Studies. http://bit.ly/2mf6Ykd (accessed 20 February 2017) Google ScholarSimonelis J, Njelesani J, Novak L, Kuzma C, Cameron D (2011) International fieldwork placements and occupational therapy: Lived experiences of the major stakeholders. Aust Occup Ther J 58(5): 370–77 Crossref, Google ScholarTupe DA, Kern SB, Salvant S, Talero P (2015) Building international sustainable partnerships in occupational therapy: A case study. Occup Ther Int 22(3): 131–40. doi: https://doi.org/10.1002/oti.1407 Crossref, Google ScholarWorld Health Organization, World Bank Group (2015) Tracking Universal Health Coverage: First Global Monitoring Report. http://bit.ly/1BdUjnW (accessed 20 February 2017) Google Scholar FiguresReferencesRelatedDetails 2 March 2017Volume 24Issue 3ISSN (online): 1759-779X Metrics History Published online 8 March 2017 Published in print 2 March 2017 Information© MA Healthcare LimitedPDF download

Learning about Cross-cultural Communication by Movies

In cross-cultural courses, the teacher would inevitably face the challenge of providing cross-cultural experiences in teaching, and students are eager to have real exposure to other cultures. One way of simulating the feel of entering another culture is through movies. There are many interesting movies telling about cultural conflict, cultural shock and miscommunication in transnational experiences. By analyzing some cross-cultural examples in movies, the teacher could provide authentic examples close to real life for students to learn and understand communicative skills between two or even more cultures. This article provides a way of understanding cross-cultural communication by three movies: Lost in Translation, My Big Fat Greek Wedding and The Joy Luck Club. The research shows how films can be used in direct reference to concepts related to cross-cultural communication. It also illustrates the review of the movie can enrich the class discussion and reserve the voice of the culture of interest.

Women mentoring in the academe: a faculty cross-racial and cross-cultural experience

Two women faculty members, one White from the southeastern United States and one Black African from Zimbabwe, purposefully explored their informal mentoring relationship with the goal of illuminating the complexities associated with their cross-racial, cross-cultural experience. Concentrating on their four-year mentor-mentee academic relationship at a predominantly White institution (PWI), these women employed a dialogic duoethnographic methodology to uncover emerging, nuanced characteristics contributing to the positive nature of their mentoring experience. Calling upon a seminal nine-function mentoring framework focused on advancing mentee personal growth and professional advancement, the authors, engaged in critical interplay of dialogic considerations of their mentoring experiences, relationship, and literature. The authors revealed a distinct cross-cultural and cross-racial journey where each, as participant researcher, uncovered a deeper appreciation for the importance of engaged dialog. Emerging is a complex interplay of understandings about trust, care, and power dynamics as factors in defining mentoring relationships that work for good.

Heteronormativity in narratives of fatherhood: Cross-cultural experience

Heteronormativity in narratives of fatherhood: Cross-cultural experience

Theorizing Cross-Cultural Migrations: The Case of Eurasia since 1500

In this article we plead for a less state-centered definition of migration that allows us to understand better the relationship between cross-cultural migrations and social change and social development in the long run. Therefore, we developed a method that enables us to systematically compare CCMRs (cross-cultural migrations per capita) through time and space. This CCMR method puts issues of state policies and citizenship in a much broader social context. We conclude that the presentist approach to migration in the social sciences is highly myopic, as it privileges migrations crossing state borders over internal moves, and favors migrants who have the intention to settle for good. In itself this is a legitimate choice, especially if the core explanandum is the way migrants’ long-term settlement process in another (modern) state evolves. In the more empirical parts of this article however we have concentrated on the effects of Eurasian societies since 1500 that have received migrants. Sending societies and individual migrants and nonmigrants in sending and receiving societies have been largely left out. Finally, and paradoxically, integration and assimilation in the long run leads to diminishing opportunities of social development by cross-cultural experiences, because one could argue that due to globalizing migrations cultures converge further and thus cultural boundaries (as is already the case in migration to cities within culturally homogenous nation-states in the twentieth century) become less salient or disappear entirely. Logically speaking, this is also an implication of the model, presently to be developed further.

在日外国人が実感した日本の医療における異文化体験の様相

在日外国人が実感した日本の医療における異文化体験の様相

Preparing Elementary Teacher Candidates to Use Global Content: An Action Research Study

Globalization is a powerful force that will shape the future world in which our children will live. To prepare our students for the world, we need to prepare their teachers. To be effective in the new global environment, teachers need broader sets of knowledge and skills than have previously been required. We designed this action research study to examine our teacher candidates’ use of global education content to support our ability to develop their knowledge, skills, and attitudes toward its use. The following research questions focus the study: How do elementary education teacher candidates utilize global content within integrated unit plans? How can the elementary social studies methods course prepare teacher candidates to use global content? The findings reveal teacher candidates’ integration of global content was strongest in the areas of foundational-knowledge-level dimensions with few examples of higher-level application, cross-cultural experiences, or action-oriented learning tasks. Secondly, global education content requiring a critical perspective was minimal or nonexistent in the teacher candidates’ planning. We discuss these two concerns and present action steps to build teacher candidates’ capacity for developing higher levels of global content into their instructional unit planning.

Core and Complementary Chiropractic: Lowering Barriers to Patient Utilization of Services

ObjectiveThe use of chiropractic services has stalled while interest in accessing manipulation services is rising. The purpose of this paper is to consider this dilemma in the context of the dynamics of professional socialization, surveys of public attitudes, and a potential strategic action. DiscussionThis is a reflection work grounded in the literature on professional socialization and the attitudes held regarding chiropractic in modern society, to include its members, and in original data on training programs. Data were interpreted on the background of the authors’ cross-cultural experiences spanning patient care, research, education, and interprofessional collaboration. Recommendation on a strategic action to counter barriers in patient referrals was synthesized. Professional socialization is the process by which society enables professional privilege. Illustration of typical and divergent professional socialization models emerged that explain cognitive dissonance toward the profession. Questions of trust are commensurate with the experiences during patient encounters rather than with a common identity for the profession. Diversity among encounters perpetuates the uncertainty that affects referral sources. Commonality as an anchor for consistent professional identity and socialization through the content of core chiropractic, defined by training and practice, offers a means to offset uncertainty. Complementary chiropractic, analogous to complementary medicine, provides an outlet under professional socialization for the interests to explore additional methods of care. ConclusionThe practice workplace is an effective lever for altering barriers to the use of services. Clarifying rhetoric through conceptualization of core and complementary practices simplifies the socialization dynamic. Further, it takes advantage of accepted cultural semantics in meaningful analogy while continuing to empower practical diversity in care delivery in response to evolving scientific evidence.