Diverse Cultural Identities Research Articles

The Role of Cultural Heritage in The Development of Tourism and Some Cultural Industries in Vietnam

Many nations now view the cultural industry as a significant role in the country's cultural life and as a vital economic sector supporting sustainable development. Vietnam has an affluent cultural history with diverse cultural identities and is valuable in every way. The development of various cultural industries benefits greatly from the resources provided by cultural heritages. In order to elucidate the significance of cultural heritage in the growth of particular cultural industries, such as music, film, and cultural tourism, we employ synthetic analysis techniques and field research in this article. According to the research findings, cultural heritages are becoming important resources for the growth of cultural tourism, giving travellers motivation to travel, learn, and carry out research. Cultural heritage also provides resources and inspiration for music and film production, meeting the public's needs for cultural entertainment. The article makes inferences about the value of cultural heritage; development constraints, and potential solutions for preserving and enriching cultural heritage within the cultural industry. It also provides ways to improve human resources in the fields of music, film, and cultural tourism.

The M in Multiculturalism Stands for Myth: The Performative Idealization in Canada’s Multicultural Policies

As described on the Government of Canada’s online database, the Canadian Multiculturalism Act of 1988 is a piece of federal legislation intended to recognize multiculturalism as a fundamental characteristic of Canadian society and to preserve diverse cultural identities (Ministry of Justice, 2014, p. 1). Despite this promise, the Canadian government has failed to adequately recognize the various cultures that have been assimilated and destroyed in the name of preserving the Canadian identity. Further, many of these communities suffer from the results of institutionally constructed hate that has been directed towards them to this day. Examining the origins of Canada as it developed through the lens of Chinese Canadian and Indigenous communities, this paper will examine how assimilation is encouraged for members of these groups and new immigrants in present-day Canada, most notably in Quebec. By looking at the past and present contexts of Indigenous and Chinese Canadian communities as well as assimilation tactics in Quebec that prevent various emerging cultural identities from developing, this paper will argue that multiculturalism is sold as a performative idealization in Canada.

Exploring Social Skills in Students of Diverse Cultural Identities in Primary Education

Social skills are crucial to the personal development and academic success of elementary school students. Through competencies such as empathy, conflict resolution, leadership, and self-esteem, students learn to interact effectively and adapt to diverse social situations. However, the manifestation of these skills can be conditioned by factors such as race, ethnicity, or religion of the students, as well as by the environment in which they live. Therefore, it is vitally important to actively promote these skills within the school environment to ensure healthy growth and a successful future in society. In this context, the research focuses on the analysis of the social skills of intercultural students in Andalusia. Specifically, we investigated whether the White race, Castilian ethnicity, and Christian religion have any influence on these skills. To meet this objective, a quasi-experimental design was used with a non-probabilistic purposive sampling that included a sample of N = 803 intercultural students aged 6 to 12 years from schools in all Andalusian provinces. The results indicate that students of predominantly White, Castilian ethnicity, and Christian religion exhibit greater social skills compared to those of Gypsy ethnicity, Islamic religion, or no religious affiliation. These findings underscore the significant influence that culture and social environment exert on the development of social skills, which are fundamental for facilitating integration and promoting peaceful coexistence among different cultural groups.

The Impact of Globalization on Cultural Identity

Purpose: The general objective of the study was to investigate the impact of globalization on cultural identity. 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 the impact of globalization on cultural identity. Preliminary empirical review revealed that globalization had a profound impact on cultural identity, reshaping perceptions and facilitating cultural exchange, which enriched local cultures but also challenged traditional norms. This led to the emergence of hybrid cultural forms, blending local and global elements, while also posing threats of cultural homogenization and the erosion of unique identities due to the dominance of global media and consumer culture. Efforts to preserve local traditions and promote cultural resilience were deemed crucial, including the adoption of supportive cultural policies and educational programs that emphasized cultural diversity and heritage. Unique Contribution to Theory, Practice and Policy: The Cultural Hybridization Theory, Cultural Homogenization Theory and World-System Theory may be used to anchor future studies on globalization and cultural identity. The study on the impact of globalization on cultural identity recommended advancing theoretical frameworks to better understand cultural interactions, implementing cultural education and awareness programs, and developing policies to protect and promote cultural diversity. It highlighted the need for legal protections for cultural rights, community engagement in cultural initiatives, and continuous research and monitoring of globalization’s effects on cultural identity. These recommendations aimed to enhance cultural preservation, support cultural expression, and ensure the resilience and sustainability of diverse cultural identities in a globalized world.

Facilitating Culturally Competent Breast Imaging Care in South Asian Patients.

South Asians are a rapidly growing subset of the Asian population in the United States. They comprise people from multiple countries with diverse beliefs, languages, and cultural identities and values. The incidence of breast cancer is rising in South Asian women in the United States, with earlier onset and predilection for HER2-enriched tumors. Despite the rising incidence of breast cancer, participation in screening remains lower than other populations. Health care inequities in South Asian women are multifactorial and may be due to traditional health beliefs and practices, language barriers, cultural differences, and lack of overall awareness. Developing a culturally sensitive environment in breast imaging clinic practice can lead to improved patient care and adherence. Given the scarcity of data specific to the South Asian population in United States, there is a need for health service researchers and practice leaders to obtain more high-quality data to understand the needs of South Asian patient populations.

OPTIMIZATION AND ADAPTATION OF THE GLOBAL IDENTITY SCALE: MEASURING GLOBAL-LOCAL RELATIONS

Global influences and local conditions shape diverse cultural identities, underscoring the importance of robust tools for measuring these phenomena. The aim of this research is to measure global-local relations reflecting various aspects of cultural dynamics that shape youth identity in Kazakhstan, based on an optimized and adapted Global Identity Scale (GIS). The study’s scientific and practical significance emerges as global influences reshape local structures, requiring methodologies to capture these changes. These measurements help understand and address the challenges of demographic groups in a globalizing world. Methodology: The study optimizes and adapts GIS to explore the cultural preferences of Kazakhstani student youth. Data were collected through surveys, with participants equally selected from two groups: ethnically homogeneous (Kazakhs, N=225) and heterogeneous (others, N=225). A total of 426 cases were analyzed in IBM SPSS. Constructs such as "globalists", "localists", "glocalists", and "negativists" were developed to cover different identity orientations based on the GIS scale. Main results and analysis, conclusions: Data analysis using paired t-tests indicated that most statements show statistically significant differences between the assessments of globalists and localists. The results reflect a predominance of globalization while maintaining traditional local identities. This combination indicates a generational shift towards global identity, independent of ethnic background. This study contributes valuable insights to the ongoing discourse on global and local identity, particularly in a post-colonial context like Kazakhstan, and expands academic understanding of cultural identity dynamics. The study’s practical significance lies in its provision of significant information. Future work could expand through panel studies to track changes in identity perception among a broader youth demographic over time, particularly in response to global events or national policy changes.

The peculiarities of American cultural context in XX century

The 20th century marked a pivotal era for American literature, witnessing a dynamic interplay of diverse voices, cultural identities, and social concerns. This article explores significant works that capture the essence of American cultural experiences across various periods within the century. Furthermore, it counts the specific outstanding features of American literature about cultural context.

The Mediating Role of Transdiagnostic Factors in a Clinical Sample of Black, Indigenous, and People of Color with Eating Disorders

Researchers have consistently examined eating disorders (EDs) in White female populations; however, EDs impact people with diverse cultural identities. Within the ED literature, there remains a need to explore the role of transdiagnostic factors in Black, Indigenous, and people of color (BIPOC) individuals with EDs. This study examines the relationships between ED symptomology, anxiety sensitivity, experiential avoidance, mindfulness, and adaptive coping in 484 BIPOC clients in ED treatment. After conducting a series of linear regressions and mediation analyses, the following results emerged: (a) Mindfulness significantly predicted adaptive coping, accounting for 6.3% of the variance; and (b) adaptive coping and mindfulness partially mediated the relationships between anxiety sensitivity and ED symptomology and fully mediated the relationship between experiential avoidance and ED symptomology. These findings demonstrate that transdiagnostic mechanisms may predict ED symptomology in BIPOC individuals, presenting important implications for culturally responsive ED treatment.

Mapping Research of Culture Education Learning Media: A Bibliometric Analysis

Culture education plays a crucial role in fostering a well-rounded understanding and appreciation of diverse cultural practices, heritage, and identities. In recent years, there has been growing interest in utilizing learning media to enhance culture education experiences. This paper presents an introduction to a bibliometric analysis that explores the research landscape surrounding culture education learning media. By systematically mapping the existing scholarly literature, this study aims to provide insights into the trends, patterns, and gaps in research related to culture education learning media. Through this analysis, researchers, educators, and policymakers can gain a comprehensive understanding of the current state of knowledge in this field and identify areas for further investigation and development.

“Reimagining the World”: The Possibility of a Culturally Sustaining and Humanizing Civic Education for Students in the Margins

Schools in the United States have often been tasked with cultivating a political identity that is connected to the nation-state. In the civics classroom, this often means teaching a nation-state centered civic education, which can create a sense of disjuncture for some students. This year-long ethnographic study explores disenfranchised students living in the Virgin Islands’ political identities and interests and how their teachers responded to them. The findings suggest that students entered the classroom with developed and varied political interests and identities that would not necessarily be recognized in a traditional nation-state centered civics class. Teachers responded by providing a culturally sustaining and humanizing civic education that honored their students’ diverse political and cultural identities and interests.

Shakespeare Winces Not: On Inclusion in Liberal Education

It is commonly held that the traditional European classics or Great Books cannot constitute the basis of an inclusive liberal education because they do not reflect the diverse cultural identities of contemporary students. This essay argues for a return to the older view, memorably expressed by W.E.B. Du Bois, that the classics are radically inclusive because they speak to a common human identity. This view is best understood in light of the ancient Greek distinction between physis (nature) and nomos (custom or law). Greek philosophic universalism has shown an ability to transcend profound cultural differences, such as those separating Alfarabi from Maimonides, or Shakespeare from Du Bois. The essay rebuts the frequently heard objections that the universalism of the classics is really a mask for white male hegemony and that it fails to do justice to the unique personal experiences of the oppressed and marginalized. The essay affirms that education must be particularistic as well as universalistic, but it argues that the universalism of the classics remains the key to the most perfect form of inclusion, namely, the friendship of those seeking the truth.

BATIK MOTIVE APPLICATION FOR INTERIOR DESIGN OF BAPPEDA’S MEETING ROOM, EAST KUTAI

The diversity of ethnic groups in Indonesia creates diverse social, political, and cultural identities. Therefore, it can be said that Indonesia has a very diverse local culture and is still being preserved until now. One of the results of local culture that will be discussed in this journal is batik. In this design, the designer chose a hornbill-patterned batik cloth from East Kalimantan to be applied to the wall treatment of the meeting room of the Regional Development Planning Agency (BAPPEDA) located in East Kutai, East Kalimantan. The purpose of the study is to find out design criteria and the visualization example of the interior. The research method used is qualitative method, refers to design process theory of Rosemary Kilmer and Ottie W. Kilmer. Result of the research is the application of hornbill batik motive because the hornbill itself is an icon in East Kalimantan culture and has deep meaning for local residents. The application of the hornbill batik motive on the wall treatment of the BAPPEDA meeting room is expected to present traditional elements in the midst of a modern design style, as well as to preserve the culture of East Kalimantan.

Cultural heritage in the spotlight. Hybrid warfare, precedents and safeguarding initiatives and the Russian-Ukrainian conflict.

Cultural Property, as a materialisation of diverse cultural identities, constitutes a strategic element and an additional target in hybrid threats in case of war. In the current situation of conflict between Ukraine and Russia, it is proposed to make a synthesis of the measures for safeguarding heritage in the event of war that have been developed since the 19th century, through the 1954 Hague Convention, to the present day. It is also aimed to confirm the symbolic relevance of heritage in armed conflicts, as well as to make an approach to the situation of heritage in the Russian-Ukrainian context: application of protection measures, destructions, looting and interventions with an apparent intention of appropriation and manipulation.

The role of diverse cultural identities in the perceived value of urban forests in Melbourne, Australia, and implications for urban ecosystem research and practice

The role of diverse cultural identities in the perceived value of urban forests in Melbourne, Australia, and implications for urban ecosystem research and practice

Decolonization and trauma-informed truth-telling about Indigenous Australia in a social work diversity course: a cultural safety approach

ABSTRACT Actual accounts of the experiences of Aboriginal and Torres Strait Islander peoples since colonization remain largely misunderstood and misrepresented within Australian education systems and the broader social consciousness. Culturally sensitive practice and ethnic diversity are challenging topics to teach social work students when truth-telling is absent. Social workers need to develop an understanding of intergenerational trauma experienced by Aboriginal and Torres Strait Islander peoples, critically reflect on perpetuated stereotypes, and confront internalized beliefs about peoples of diverse ethnic and cultural identities in preparation to work respectfully with Indigenous communities. A course focused on building students’ knowledge and skills for culturally responsive practice is described in this paper, along with suggestions for enhancing teaching and learning. The paper argues for the importance of truth-telling about Australia’s continuing racism in social work education to create cultural safety for service users.

Community Voices: Resettled Youth Use Their Writing to Reposition Themselves

ABSTRACT Resettled youth often face many challenges while enrolled in schools, such as expectations to quickly assimilate and acquire English language and literacy skills or being positioned in deficit-oriented ways. In this article, we use qualitative methods to seek to understand how resettled youth positioned themselves as authors and use their writing to reposition themselves in a two-week summer writing camp. We argue that educators and scholars need to reframe traditional ways of teaching and learning literacy and consider the diverse cultural and linguistic identities resettled youth bring with them by paying attention to the ways in which they represent and negotiate their identities through their writing. Using the following questions to guide our inquiry–In what ways do resettled youth in a writing camp position and reposition themselves in their writing? How do these positionings relate to how they express their identities in their writing?–we show how the recently resettled youth position themselves as authors of important stories. We also show how they repositioned themselves from vulnerable to resilient individuals and from despondent to hopeful and aspirational youth.

Fostering Body Wellness among Preadolescents with the Multidimensional Body Wellness Model

ABSTRACT Researchers have recognized body dissatisfaction (BD) as a significant risk factor for developing mental illnesses, with BD emerging as early as middle childhood. Although scholars have extensively studied body image as a construct, there remains a shortage of holistic and developmentally focused models to foster positive body image in preadolescent children across diverse cultural and gender identities. In response, we propose the Multidimensional Body Wellness (MBW) model, which is informed by sociocultural, intersectional, and resilience-based constructs, such as body image resilience, body compassion, and Health at Every Size® principles. Using a multifaceted lens, the MBW model may assist preadolescent children and families with challenging harmful body ideals, honoring diverse identities, and redefining traditional perceptions of wellness. We conclude with relevant interventions across counseling settings, implications for counselors, and future directions for research.

The Lautsi Legacy: A New Judgment on the Crucifix in Classrooms and the Multiculturalist Turn on Freedom of/from Religion in Italy

The article offers a socio-legal analysis of the recent case on freedom of/from religion in Italy, the Coppoli judgment of the Italian Supreme Court, which grants public schools the autonomy to manage religious symbols. The new ruling is discussed in the shadow of the Lautsi case, examining the shift from the discourse of “passive religious symbol” to the framework of “respect of different sensibilities” in pluralistic classrooms. In doing that, first, we provide a sociological framework for the study of “passive religious symbols” from a multiculturalist and religious freedom perspective. Second, the Coppoli case is contextualized within political, normative and judicial Italian contexts following the Lautsi jurisprudence. Third, we revise the model of “secularism as a method of dialogue” considered by the judges as important in claiming individual freedoms of/from religion in the multicultural classroom. The final part of the article provides a discussion and critical considerations about the Coppoli case, problematizing the future challenges of managing religious diversity in Italian public schools. We argue that the dynamic of freedom of/from religion’s jurisprudence in the Coppoli case endorses an additive model of accommodating diverse cultural and religious identities in public schools.

Violence perpetration prevalence among Colorado (United States) high school students across gender, racial/ethnic, and sexual identities

Adolescent violence, including sexual violence, homophobic name-calling, and teen dating violence, are public health problems that cause harm to many adolescents in the United States. Although research on the perpetration of these forms of adolescent violence has increased in recent years, little is known about perpetration rates across gender, race/ethnicity, and sexual orientation. To address this gap, the current study descriptively examined perpetration rates between and across different identities, including self-identified race/ethnicity, sexual identity, and gender identity. In Fall 2017, 9th – 11th grade students (N = 4782) at 20 high schools in Colorado (United States) completed a survey that assessed demographics (e.g., race/ethnicity, sexual identity, and gender identity) and various forms of violence perpetration. Compared to female adolescents, male adolescents reported significantly higher perpetration rates for: any sexual violence (27% vs. 17%); sexual harassment (26% vs. 15%); unwanted sexual contact (8% vs. 4%); and homophobic name-calling (61% vs. 38%). Differences in perpetration rates were also observed among various racial/ethnic, sexual, and gender minority students compared to non-minority students. This emphasizes a need for more research on how minority stress that results from the dynamics of intersecting identities and societal systems of power–including racism, sexism, homophobia, and transphobia–contributes to violence perpetration. Evidence-based violence prevention approaches, particularly strategies targeted at changing social norms about violence, gender, and sexuality, need to be tailored and evaluated for students with diverse cultural and social identities to ensure safe school climates for all students.

Culturally Relevant and Sustaining Pedagogies for and by Black and Latinx Preservice Physical Education Teachers

Introduction: Physical education (PE) and physical education teacher education (PETE) are informed by whiteness, resulting in marginalization and forced hypervisibility for community members of color. Culturally relevant and sustaining pedagogies (CRSP) facilitate “within group . . . [and] across-group cultural practices” for students and teachers of color to thrive. Purpose: This study highlights CRSP grounded in the experiences of Black and Latinx preservice PE teachers enrolled in predominantly White PETE programs. Methods: For this qualitative visual inquiry, 10 Black and Latinx PETE students each completed three interviews, coupled with participant-generated imagery. Data were analyzed inductively and deductively. Results: Students’ narratives included “othering” and hypervisibility. Participants’ understandings of CRSP illustrated the meaning-making they associated with CRSP. Participants identified co-conspirators, sources of support, and PETE pedagogies within a CRSP framework. Conclusion: The narratives support the call to embed CRSP within PETE programs to center students’ diverse cultural and ethnic identities.