The aim of this study was to document the expressed beliefs and observed practices of elementary school teachers involved in music instruction in Vancouver and Hong Kong. It is important to understand beliefs and value systems of teachers since they form the basis for their educational practices. These beliefs are shaped by various contextual factors in a society. The music of a society is one such factor that constitutes both cultural and educational practices in that society. Therefore a cross-cultural, comparative study concerned with music education was undertaken so as to better understand the underlying contextual factors that shape teachers' overall understandings and practices of teaching music in the elementary schools. The present investigation is the only study of this kind to date. This study was designed as a qualitative multiple-case study, including five cases in Vancouver and five cases in Hong Kong. The tools for data collection were in-depth interviews and repeated classroom observations. The results of this study suggest that teachers' expressed beliefs and their classroom practices about music education are informed by the following major factors: (1) teachers' personal experiences, (2) social and cultural factors of the societies in which they live, and (3) the music curriculum as set by the school systems. Furthermore, these results shed light on ways in which music education is implemented in these two cosmopolitan cities and demonstrate interesting interplay of various cultural influences. The findings of this study add to the knowledge of Western and Chinese ideas, especially educational thoughts and music education, through presentations and analysis of beliefs and classroom practices of teachers from these two cultures. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

This thesis examines the trans-border circulation and production of feminist knowledge through translation. More specifically, my research focuses the translation of the U.S. women’s health book, Our Bodies, Ourselves, by a Chinese feminist NGO in 1998. My dissertation studies the social, cultural and political aspects of feminist translation, and examines the relation between translation and feminist praxis. Through the lens of gender and (feminist) health politics in 1990s China, I examine how the 1998 Chinese translation conveys the book’s message about how women should relate to their bodies. Set in the context of Chinese society opening up during the late 1970s, my research outlines the emergence of gender awareness in China with the influx of translated feminist texts, especially in the realm of women’s health research. Medical discourses were then assigned a privileged position in the studies of women’s sexual and reproductive health. However, with increased communications between Chinese and foreign feminists, Chinese women scholars developed new ideas around women’s sexual and reproductive health. The Chinese translation of OBOS addresses the lack of gender awareness in local discussions about women’s health. With a multi-method study, I emphasize the social and linguistic dimensions of translating a feminist health project into post-reform China. This study is based on both interview and comparative textual analysis data. Using feminist translation theories, I examine how the Chinese translators handled the book’s presentation of women’s sexuality and reproductive health. This thesis also highlights the constraints on translating feminism from the local context. This raises questions about the power of (feminist) translation, and emphasizes the need to examine the social-political context of translation practices.

The purpose of this project is to develop computer-assisted language learning (CALL) lesson plans using the Internet and to offer an example for academic senior high school teachers in South Korea of exemplary treatment of cultural topics that promote critical thinking and incorporate crosscultural understanding based on cooperative learning.

No description available.

The purpose of this project is to address the problems and improve English as a Foreign Language (EFL) learning for the students of Korea by contrasting cultural similarities and differences and the same time utilizing computer-based instruction learning.

The purpose of this project is to provide educators with substantial background information on the unjust history of the Mexican migrant farm worker in the United States and the life of César Chávez. The final goal is to include multiple websites and resources teachers can independently access in order to gain valuable information on migrant farm workers, César Chávez, and social action.

Nigerian immigrants have been largely excluded from studies on issues relating to immigrants living in American society. This study examines the perception of domestic violence among Nigerians and their help seeking counseling for behavior problems.

The study determined how Thai and U.S. advertisements reflected women's attractiveness. Advertisements from the Thai and U.S. editions of Elle and Cosmopolitan magazines from January 2005 to January 2006 were analyzed using the content analysis method. The author created a code book with definitions of all categories to be used as guidelines for the analysis, an itemized code sheet, and training criteria. Two coders who were proficient in both Thai and English collected the data for the study. The Statistical Package for the Social Sciences (SPSS) was utilized as a tool to analyze the data gathered. Results indicated that there were both similarities and differences in the specifics, but what remained constant is the use of beautiful women to sell clothing and beauty products. The findings suggest that Thai and U.S. advertisers should apply the similiarities found in the study in their cross-cultural advertising campaigns. In addition, advertisers should be aware of differences and create advertisements that reflect attractiveness values of each culture.

The purpose of the study was to investigate cultural aspects that influence customer perception of service quality in the hotel industry, specifically those that influence Eastern and Western respondents. A questionnaire was developed to assess cultural differences on perceptions, which included a modified version of the SERVQUAL scales, an instrument used to measure service quality. The convenience sample consisted of students enrolled in the MBA program at a Western university (N=152; Eastern=57.9%, Western=34.9%, Other=7.2%). Findings indicated that there were no significant differences between Eastern and Western cultures in perceptions of service quality. A sample questionnaire is included.

The research study focused on the integrating of indigenous African knowledge systems in teaching and learning at the Catholic University of Zimbabwe. The curriculum of the Catholic University of Zimbabwe offers a number of degree courses. The study sets out to address the problem with the curriculum of the Catholic University of Zimbabwe, namely, that it is to a large extent dominated by Western knowledge and gives little priority to indigenous African knowledge systems. The majority of the courses offered at the CUZ are Eurocentric in nature and give little regard to the indigenous African knowledge systems. The study was undergirded by the Afrocentric theory which focuses on giving the African world view in terms of knowledge. The research study was informed by the constructivist paradigm which focuses on how individuals analyse and construct meanings of social situations. The research approach is qualitative in nature that means it is based on social interpretation and not numerical analysis of data. The data in the study was generated through face-to-face interviews, focus group discussion and document analysis. The data was presented under different themes. The study found out that they are few courses in the CUZ curriculum which include IAKS. Most of the knowledge and theories in the courses offered at the Catholic University of Zimbabwe curriculum are Western oriented. The knowledge in most of the courses is reminiscent of the colonial education system and gives no regard to indigenous African knowledge systems. The recommendation is for the inclusion of indigenous African Knowledge systems in the CUZ curriculum. / Educational Foundations / D. Ed. (Philosophy of Education)