The aim of this project is to further enable emancipation of Indian craftswomen through the use of an alternative co-design process. As a designer working with textiles and fashion I was interested to explore how I could positively impact the production process of textiles. I spent five weeks in India, with the intent to understand the stakeholders and the project, but mainly focused on the Indian craftswomen’s involvement. The design research has been an iterative process based on qualitative research consisting of interactive partner visits, observations, conversations and workshops. Starting in 2012, IKEA have formed partnerships with social entrepreneurs around the world with the aim to create social change rather than economic wealth, mainly focusing on giving employment to women. In this partnership, IKEA haven’t yet found the ultimate level of artisan’s involvement in the design process that is convenient for both parties. I propose a design process, comprised of tools, that aims to support rural artisans and urban designers when co-creating textile products aimed at a western market.

M.Ed. / The end of apartheid also marked the end of a segregated schooling system in South Africa and the new challenge of orientating learners to interact across cultural barriers, in keeping with the Constitution’s promotion of respect for diverse cultures. The Learning Area of Life Orientation, introduced to schools under the new dispensation, provides a real opportunity for them to promote cultural diversity within the classroom. In this investigation, the researcher used qualitative research methods to explore how learners at a primary school perceived cultural diversity. Interviews were conducted to explore their views on interactions across cultural groups and the way cultural diversity could be promoted in the classroom through Life Orientation as a Learning Area. Learners were also observed in the classroom and on the playground. The findings indicate that ethnicity is still a defining factor in schools and that learners often confused race and culture. Learners demonstrated an awareness of difference within their school, which they grouped according to race rather than culture. They indicated that their interactions with different groups resulted in both negative and positive experiences, with differences in languages emerging as the most commonly recognised. They also believed that the majority of their teachers were actively promoting a respect for cultural diversity. However, observations of learners revealed that they preferred to group themselves according to gender rather than culture or race, and while most groups were exclusively male or exclusively female all but three contained a mixture of cultural groups. Learners also proposed a variety of suggestions as to how cultural diversity could be promoted in the Life Orientation class room. From the findings it is clear that the Life Orientation Learning Area offers a realistic opportunity to promote cultural diversity in schools. There also appears to be a need to create an awareness of the difference between race and culture, so that learners can move beyond the narrow confines of apartheid classifications. If learners and teachers are encouraged to promote a respect for cultural diversity at school level, it must eventually permeate societal thinking.

This study examined differences in cultural competency levels between undergraduate and graduate nursing students (age, ethnicity, gender, language at home, education level, program standing, program track, diversity encounters, and previous diversity training). Participants were 83% women, aged 20 to 62; 50% Hispanic/Latino; with a Bachelor of Science in Nursing (n = 82) and a Master of Science in Nursing (n = 62). Degrees included high school diplomas, associate/diplomas, bachelors’ degrees in or out of nursing, and medical doctorate degrees from outside the United States. Students spoke English (n = 82) or Spanish (n = 54). The study used a cross-sectional design guided by the three-dimensional cultural competency model. The Cultural Competency Assessment (CCA) tool is composed of two subscales: Cultural Awareness and Sensitivity (CAS) and Culturally Competent Behaviors (CCB). Multiple regressions, Pearson’s correlations, and ANOVAs determined relationships and differences among undergraduate and graduate students. Findings showed significant differences between undergraduate and graduate nursing students in CAS, p <.016. Students of Hispanic/White/European ethnicity scored higher on the CAS, while White/non-Hispanic students scored lower on the CAS, p < .05. One-way ANOVAs revealed cultural competency differences by program standing (grade-point averages), and by program tracks, between Master of Science in Nursing Advanced Registered Nurse Practitioners and both Traditional Bachelor of Science in Nursing and Registered Nurse-Bachelor of Science in Nursing. Univariate analysis revealed that higher cultural competency was associated with having previous diversity training and participation in diversity training as continuing education. After controlling for all predictors, multiple regression analysis found program level, program standing, and diversity training explained a significant amount of variance in overall cultural competency (p = .027; R2 = .18). Continuing education is crucial in achieving students’ cultural competency. Previous diversity training, graduate education, and higher grade-point average were correlated with higher cultural competency levels. However, increased diversity encounters were not associated with higher cultural competency levels.

Nunavut Inuit youths exhibit cultural resilience and leadership. However, researchers frequently neglect such assets and instead emphasize these youths’ challenges or perceived inadequacies. I conducted an intrinsic case study regarding Nunavut Inuit youths’ experiences with an experiential learning program, Northern Youth Abroad (NYA), in order to investigate participants’ growth in cross-cultural awareness, individual career goals, leadership, and global citizenship. Drawing on post-colonial theory, semi-structured interviews, archival research, and participant observation, I argue that NYA’s Nunavut Inuit participants reported significant personal growth in these four objectives. I also provide an in-depth analysis of how NYA’s Nunavut Inuit participants described and developed distinct and rich leadership styles that draw on Inuit and Euro-Canadian influences.

Strategies for Improving Instruction for English Language Learners and Culturally Diverse Student Populations. Turanza D. Jackson, 2014: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education. ERIC Descriptors: English (Second Language), Multicultural Education, Cultural Awareness, English Language Learners This applied dissertation was designed to determine effective strategies that promote academic success for high school students of diverse cultural populations, particularly students learning English. Many ineffective strategies used by teachers in English-language classrooms also lack the culturally accepting element. Students from various sociocultural and linguistically diverse backgrounds are experiencing limited academic engagement because of educators’ deficiency in cultural perspectives. The problem addressed was the need to improve educational opportunities and academic engagement for English language learner (ELL) students and the diverse needs of students from various cultural backgrounds. A qualitative research design was conducted by examining the instructional methods and leadership practices of participating faculty and staff at a high school servicing ELL students and culturally diverse student populations. This research design focused on understanding strategies for improved performance of ELL students and diverse student populations in the teaching and learning environment with particular interest on how faculty were engaged in using specific strategies. Through the collection of interview, documentation, and observational data, detailed conceptual theory was developed. A constant comparative analysis of the data revealed 5 themes that support existing theories in the literature: student engagement, classroom strategies, environmental conditions, teacher–student relationships, and challenges that impede performance. This study resulted in 3 main conclusions. First, a strong relationship exists between students’ increased classroom engagement and improved student performance. Next, student engagement is influenced by 4 main practices selected by teachers: grouping, relevant topics, collaboration, and differentiation. Finally, 3 factors that greatly affect student performance are relationship dynamics, cultural perceptions, and external challenges.

Since family therapy was brought only recently to Saudi Arabia, studies exploring the field in this context are few. This dissertation will be the first to focus on the self of the Saudi Arabian family therapist (SAFT). In particular, it will be the first to pay close attention to SAFTs’ ways of dealing with the differing and, perhaps, incompatible epistemologies of Saudi culture and religion on one side, and systemic thinking and family therapy on the other. This study seeks to shed a phenomenological light on what informs SAFTs and what influences their work. Using interpretative phenomenological analysis (IPA), I interviewed seven SAFTs, identifying the challenges they encounter as they undertake their practice, and clarifying how these therapists are adapting Western knowledge vis-à-vis the Saudi culture. An old saying in Arabic conveys the self-reflective challenge of examining epistemological assumptions. We say “a camel can’t look at its own hump.” This dissertation is an attempt to at least steal a glance at it.

This research aimed to explore how heads of departments at LNU manage cultural differences in their teams. The study addressed the main research question and two sub-questions to uncover effective strategies for navigating cultural disparities in team settings. An exploratory design was employed, utilizing qualitative methods such as interviews and content analysis. Semi-structured interviews were conducted with a limited number of participants from diverse departments at LNU. Thematic analysis was used to identify key themes and findings. Several significant themes emerged from the analysis. The first theme highlighted the importance of recognizing and addressing cultural differences within teams through open dialogue, communication, building trust, and fostering inclusivity. The second theme emphasized the significance of cultivating cultural intelligence and competency as cross-cultural leaders, including the development of cultural competency and adapting communication styles to accommodate diverse team members. The third theme focused on effective communication, emphasizing the need to overcome language barriers and establish open channels for promoting understanding and inclusivity. The fourth theme highlighted the value of embracing cultural diversity, viewing it as an asset, and leveraging unique perspectives and strengths within teams. The fifth and final theme emphasized the continuous learning and development of cultural competency and cultural intelligence to effectively manage cultural disparities. This study contributes to our understanding of how heads of departments at LNU manage cultural differences in their teams. The findings underscore the importance of recognizing cultural differences, cultivating cultural intelligence, promoting effective communication, embracing cultural diversity, and fostering continuous learning and development. These strategies enhance the capacity of organizations to navigate cultural disparities and foster inclusivity in multicultural environments. The study was conducted within an academic setting, limiting generalizability to other organizations. The research relied on a limited number of interviews due to time constraints and non-responsiveness of some participants, therefore the complexity of the issue may not have been fully captured. This study fills a gap in the literature by exploring the strategies employed by heads of departments to manage cultural differences. It provides practical implications for organizations operating in multicultural environments and enhances our understanding of effective cross-cultural leadership.

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The research project asks the question: What role does storytelling have in enhancing cultural self-awareness and achieving perspective transformation in terms of values, attitudes, and assumptions about the world? The study group comprised people who participated between 1995 and 2009 in a year-long Colorado Vincentian Volunteer (CVV) program for young adults. It combined an online survey with 1-hour follow-up interviews by phone with nine individuals. This data is augmented with written stories produced during their volunteer year by the interviewees. The study shows that over 90% of those surveyed agree that regular, structured reflective story-telling sessions helped consolidate their learning and foster perspective transformation as defined by Mezirow (1990). Analysis of interviews plus evidence from written stories supports these claims and also illustrates volunteer development of cultural self-awareness as described by Yoshikawa (1980). I conclude that storytelling can be a significant emotional, psychological, and intellectual support to people involved in voluntary intercultural experiences.

A team of Brigham Young University graduate students working under the supervision of Dr. Lynn Henrichsen, collaborated on the creation of a book as well as a website, Basic Training and Resources for Teaching English to Speakers of Other Languages (BTR-TESOL). The project, which will be developed in phases over the coming years, is intended to provide novice English as a Second Language (ESL) teachers with some introductory material on nearly fifty different topics related to the field. Each unit is not intended to be a comprehensive source and is not to be seen as a replacement for formal training. Rather the units should be used by those who would like formal training, but cannot afford the time or money it requires. With its minimalist, connectivist approach, BTR-TESOL will help them to "get their feet wet" and help them to develop the motivation and dedication needed to teach ESL until such time that they can receive formal instruction of some kind. This master's project describes the creation of two BTR-TESOL units on culture, titled "Understanding and Adapting in a New Culture" and "Teaching Culture." The first unit, "Understanding and Adapting in a New Culture," educates novice teachers about the importance of the differences that one faces when entering a new culture and guides them as they help their students (or themselves) to overcome culture shock. In the second unit, "Teaching Culture," novice teachers are educated on the importance of culture and are also given sample ideas and activities for teaching culture in a language classroom. Both units include a short introduction to the content, an opening scenario, a video segment related to the theme of each unit as well as reflection questions, objectives, explanatory text, and a section that directs readers to places they can go to learn more about the subject.