This thesis explores whether a social game shows indications of being more effective to raise awareness of cultural differences than an open discussion exercise. Within the field of Serious Games there are studies exploring the area. Among them some studies aim to train the cultural understanding of military personnel or are business relationship oriented, while others try to motivate immigrant to interact with local population or convey situation which may lead to culture shock.To conduct the experiment critical incidents were developed using a model where individualistic and collectivistic cultures are compared in social and work related situations. Participants, students from Swedish for immigrants, were divided into two groups. One group was playing the game and the other was having an open discussion exercise. Results show after the session and three weeks later indications of the game being more effective raising awareness of cultural differences.

My dissertation, The Question of Cross-Cultural Understanding in the Transcultural Travel Narratives about Post-1949 China, aims to intervene in the genre of travel writing and its critical scholarship by studying a flourishing but under-explored archive. Travel literature about (post-) Communist China is abundant and has been proliferating since 1979 when China began to implement its open-door policy. Yet its scholarship is surprisingly scanty. Meanwhile, in the field of travel literature studies, many critics read the genre as one that articulates Western imperialism, an archive where peoples and cultures are defined within conveniently maintained boundaries between home and abroad, West and non-West. Othersin the field of literary and cultural studies as well as other disciplineshave started to question the binary power relationship. However, some of this work may well reinforce the binary opposition, seeking only evidences of the travellers powerlessness in relation to the native; and some, conceiving travel only on a geographical plane, seems unable to transcend the dichotomy of home and abroad, East and West at a theoretical level. My project is committed to further interrogating the binarism constructed by the genre of travel and its scholarship. My intervention is not to argue who gets an upper hand in a hierarchical relationship, but to challenge the stability of the hierarchy by foregrounding the contingency and complexity of cross-cultural relationships. My dissertation engages with the key issue of cross-cultural understanding and explicates various modalities of the travellers interpretation of otherness. By reading Canadian journalist Jan Wong, geophysicist Jock Tuzo Wilson, US Peace Corps volunteer Peter Hessler, American anthropologist Hill Gates, and humanist geographer Yi-Fu Tuan, I examine the ways in which the Western traveller negotiates and interprets foreignness, and probe the consequences of transcultural interactions. The overall argument of my dissertationin dialogue with other scholarship in the fieldis that travel not only (re)produces cultural differences but also paradoxically engenders a cosmopolitan potential that recognizes but transcends them. / English

The English language can be seen as a lingua franca of contemporary times. Its spread and use in the globalized world has affected most levels of society and it can be argued that, in current times, English is synonymous with communication. This need for communication has shaped the English as a Foreign Language (EFL) syllabus, which is evident in the Swedish national steering documents for the educational system. For the upper secondary school these documents show an emphasis on communication, on cultural understanding, and also on the use of literature within the EFL classroom. The need to possess communicative abilities and cultural understanding, in connection with the use of literature, has sparked an interest to investigate if and how literature itself can be used as a tool to develop and improve EFL students’ communicative skills and cultural understanding. This literature review thesis analyzes five international research articles from different geographical parts of the Globe. The findings are categorized, compared, synthesized, and finally discussed in order to answer the research questions asked, and also compared with the English subject syllabus for the Swedish upper secondary school. The findings indicate that the analyzed articles share a consensus, to a varied degree, regarding the positive aspects of literature use in the EFL setting. The arguments are that communicative skills and cultural understanding are intertwined - enabling each other to exist, develop, and improve. One cannot exist fully without the other, and literature is a good tool to use to develop and improve these abilities. Literature can help develop all skills needed to acquire and produce both written and spoken English, and it also enables cultural understanding and a broadening of the mind. Where the articles differ somewhat is in the ideas of why literature is a good tool, how to implement literature in the classrooms, and what some of the negative aspects might be. The thesis also brings the lack of Swedish studies within EFL to the readers’ attention, as well as the need to do more research focusing on the students’ perspectives towards literature use in the EFL setting.

South Africais a country with many well documented inequalities. To reduce some of them there are many volunteers working in the country. What is it like to observe and work with people affected by all these inequalities? The aim of this study is to develop an understanding of how volunteers experience their work with children inCape Town. The questions I intend to answer in the study are: How do the volunteers experience their work when meeting kids in vulnerable situations and seeing the situation in the country they work in? Does the volunteer work create more cross- culture understanding and do the volunteers' views change during the course of their volunteer work? What goals and/or reasons do the volunteers have for volunteering?           The study was performed inCape Town,South Africa, and consists of nine semi-structured interviews with volunteers that, in different ways, work with children.                       Previous research about volunteers suggests that volunteer work can increase cross-culture understanding but there is also a risk that it might strengthen the stigmatisation. It is also suggested that volunteer tourism is a more sustainable way of travelling than other forms of tourism. The volunteers are driven by different reasons for volunteering they can have altruistic reasons or they can be driven by more self-developing reasons. The participants in this study had different reasons for volunteering like making a change, getting new experiences etcetera. Many of the volunteers described their first encounter with the South African culture as a bit of a shock due to the extreme poverty evident in the country. They also stated that meeting the children was simultaneously a positive and negative experience, as the poverty and social deprivation affecting the children was hard to observe, yet these are still kids and they play and are happy like any other kids in the world. Many of the participants also felt that they could contribute trough their work and that they had the chance to make a difference.                       The results have been analyzed through two articles on the subject of cross-culture understanding and reasons on volunteering.     A majority of the volunteers described an increased cross-culture understanding, but seemed unaware of the risk of stigmatisation. The volunteers have both more self-fulfilling reasons for volunteering and some more altruistic reasons.

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No / This paper presents the findings from the evaluation of a 'learning partnership' scheme between Black and Minority Ethnic (BME) staff and senior managers within a University in the UK.

Language is a reflection of society, so knowing about a language also means knowing about a culture. Therefore, many types of literature have been used as a language education tool representing culture. This thesis proposed folktales as an effective material of not only introducing culture but also learning language. Since folktales are old stories that have passed from generation to generation for a long time, values and morals of a culture are naturally presented in the context of the stories. Furthermore, folktales could enhance students' reading comprehension because the story lines, phrases, and words in a story are used repeatedly. Due to this repeated use of language, students could learn expressions and vocabulary more effectively. This study examined the relationship between using Korean folktales in a foreign language class and learners' reading comprehension and cultural understanding. The participants were the students of Korean 201 at BYU. The experimental group had folktale courses once in every week for 10 weeks while they received usual language class from Monday to Thursday, whereas the control group received usual language class every day. The Test in Proficiency in Korean (TOPIK) was administered for observing the students' enhancement in reading proficiency, and the Likert-scale surveys were given for observing their enhancement in cultural understanding. In addition to the quantitative data, qualitative data was gathered from the oral interviews of the experimental group. The interview questions were about their experiences and attitudes towards the use of folktales in Korean class. The results of the study showed that there was no significant difference between the two groups due to the many limitations of the present study, but the participants' interviews revealed that the students felt the use of folktales in language class helped to enhance their reading comprehension and cultural understanding, and they had positive attitudes toward to using folktales.

When people migrate to a new country, they experience changes in many areas of life. Migrants are faced with the challenges of making sense of as well as dealing with these changes in life. This research is interested in understanding the experiences of Chinese migrants in New Zealand as well as exploring how to conduct 'psychological intervention‘ work with recent Chinese migrants to deal with the challenges associated with migration. This research consists of two parts. The first part is concerned with developing a better understanding of the way Chinese migrants make sense of their experiences after migrating to New Zealand. In this part, focus groups were held and a discursive approach was used to analyze participants' accounts. Findings from this part show that negotiating meanings for "migration" and "fitting in" is the central process for Chinese migrants to make sense of their migratory experiences in New Zealand. In this meaning-making process, Chinese cultural meanings provide useful discursive resources for Chinese migrants to draw upon to better understand their experiences of migrating from China to New Zealand. Chinese sayings, such as "fish or bear‘s paw", "loss are accompanied by gain", "life is about negotiating loss and gain", are used by Chinese migrants in ways that allow them more flexibility in constructing their experiences in New Zealand. More importantly, adopting a dialectical sense-making embedded in traditional Chinese cultural knowledge is helpful for participants to transfer their discursive constructions from negative to positive aspects of their migration experiences. The second part of this research involves exploration and application of a culturally appropriate 'psychological intervention‘ with recent Chinese migrants in transition from living in China to living in New Zealand. This part draws upon the findings from the first part of the research. In the second part, two groups of participants were invited to attend a three-session group intervention. Useful discursive constructions around flexible meanings of "migration" and "fitting in" found in the first part of the research were introduced to participants. A discursive analytical approach was used to observe how participants take up these introduced meanings and to examine the discursive changes throughout the three group sessions. The second part of the research illustrates that participants took up the introduced meanings of "migration" and "fitting in" as a flexible process, and use these to further co-construct helpful meanings to negotiate their 'problematic‘ experiences. In all, this research articulates the importance of cultural meanings and cultural ways of making sense of migratory experiences by Chinese migrants. It also shows the importance of building a shared experience, making use of Chinese cultural meanings, and taking a social constructionist approach in psychological intervention work with Chinese migrants. The implications of this research are discussed in terms of further research on migrants' experiences and how to conduct 'psychological interventions' with Chinese migrants.

In consideration of TRC Call to Action 63.3 that asks teachers to facilitate cultural understanding, mutual respect, and empathy between First Nations and non-Indigenous students, my thesis sought to find out if a collective, collaborative, story-making activity with four Grade 5-6 students of different cultural backgrounds, including one First Nations student, could further the objectives of Call 63.3. The results of my research suggest that a collective and collaborative story-making activity does, on its own, further two of these reconciliation objectives, mutual respect, and empathy. The third objective, cultural understanding, could probably not been achieved without the intervention of a knowledgeable Indigenous adult, in my case, Annie, (a pseudonym) who was consulted by the story-makers during the scripted “mentor” part of the 12-part hero/ine’s journey story-making process. Using primarily a Posthumanist framework that also integrated some arts-based research/research-creation and critical discourse theoretical orientations for my analysis, I found that an extended focus on a single-story task by four students, not only brought them into a closer relationship with each other, thus facilitating mutual respect and empathy, it also permitted them to imagine a common vision of education. The education world they imagined, in which an educational reconciliation might be realized, was informed, in part, by Indigenous ways of knowing and teaching.