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Researchers have placed the number of expatriates in the world at between forty and sixty million people in the years 2010 through 2013 (Finaccord, 2014; Firth, Chen, Kirkman and Kim, 2014). One segment of the ever-expanding expatriate population is that of international school leaders who guide learning for a culturally diverse community of expatriates around the world. The International School Consultancy Group (2014) estimated that there were upwards of 3.5 million students being educated in over 7,000 international schools. As the number of expatriates and expatriate families with school-age children increases, this challenge of leading education for a diverse international school community also increases. This ethnographic case study analyzed transition stories from international school leaders at one international school and addressed the following questions: ● How do international school leaders make their own journey to cultural awareness? ● How do international school leaders make sense of and identify the culture of their schools? ● How do international school leaders recognize beliefs and practices in their schools? Thematic analysis based on Boyatzis's (1998) Prior Research Driven Approach was used to analyze data. The findings are shared through a two-article manuscript style dissertation. The research produced findings that indicate that while local and expatriate international school leaders recognize international school culture as unique and follow similar patterns of reactions in their transitions, they do not perceive school culture through the same lens nor do they experience the same support in their cultural transitions. / Ph. D. / Researchers have placed the number of expatriates in the world at between forty and sixty million people in the years 2010 through 2013 (Finaccord, 2014; Firth, Chen, Kirkman & Kim, 2014). One segment of the ever-expanding expatriate population is that of international school leaders who guide learning for a culturally diverse community of expatriates around the world. The International School Consultancy Group (2014) estimated that there were upwards of 3.5 million students being educated in over 7,000 international schools. As the number of expatriates and expatriate families with school-age children increases, this challenge of leading education for a diverse international school community also increases. This study analyzed transition stories from international school leaders at one international school and addressed the following questions: ● How do international school leaders make their own journey to cultural awareness? ● How do international school leaders make sense of and identify the culture of their schools? ● How do international school leaders recognize beliefs and practices in their schools? The findings of this research study are presented through two articles. The research produced findings that indicate that while local and expatriate international school leaders recognize international school culture as unique and follow similar patterns of reactions in their transitions, they do not perceive school culture through the same lens nor do they experience the same support in their cultural transitions. These findings can be used to guide international leaders through future transitions and help international school plan transition support for new leaders.

ABSTRACT This thesis offers a feminist cultural analysis of the popular Indonesian television serial (sinetron) Misteri Gunung Merapi (Mysteries of Mount Merapi). It investigates the television text in relation to its various contexts within the social and cultural transformations of contemporary Indonesia. Misteri Gunung Merapi has been produced since 1998, shortly after the financial crisis and the fall of the New Order regime. Since it was first broadcast by the Indosiar television station, it has ranked among the top-rating television programs in Indonesia, and I am interested in its success in this era of social transformation. The purpose of my study is to examine the significance of this success, including exploring the possibility that it is due to the serial’s engagement with recent issues in contemporary Indonesian culture, in particular the changing roles of women. The discussion falls into three main parts: a consideration of the contexts of socio-cultural change and the globalisation of the television industry within which the sinetron is produced; an examination of the way the sinetron draws on traditional theatrical performance, popular memory and supernatural belief; and a study of its representation of women and gender issues within the action-adventure genre to which it belongs. In the context of the television industry, this sinetron’s production signals the changing character of the industry, from state control to free market. In the socio-cultural context, as state control grew weaker and civil society flourished, the flow of globalization became more visible, foregrounding conflicts between Islamic and secular groups, often over the roles and representations of women. As a sinetron kolosal-laga or epic, the series tells historical and legendary stories in such a way that they speak to contemporary Indonesia as it is in the process of reinventing itself. Misteri Gunung Merapi draws on the narrative and dramatic conventions of both traditional theatrical performance and internationally popular genres of action cinema; it constructs popular memory to raise issues about the present; and it employs popular fascination with the supernatural to invoke the mixture of spiritual traditions that has always characterised Javanese culture, in particular. Focussing on the emergence of warrior women in film and television in both the Hollywood action-adventure and Kung Fu/wuxia genres, the thesis investigates the construction of female fighters on screen. I suggest that the sinetron does not share the same problems of gender representation that feminist criticism has identified in either of these genres. Four areas of analysis - heroism, body, power, and the camera - demonstrate that there is a different concept of gender in Indonesia which is illuminated in this sinetron’s representations of women and gender issues.

The purpose of the research was to investigate whether cultural dissonance was experienced by a group of migrant students during educational and cultural transition to new education systems which shared cultural markers of language and ethnicity. Cultural dissonance is defined in this study as:A sense of discord or disharmony, experienced by participants in cultural change where cultural differences are found to occur which are unexpected, unexplained and therefore difficult to negotiate and which inhibit behavioural adaptation.The study utilised case histories of children from forty-seven families. The respondents in the research were the children's parents. The families had emigrated from the United Kingdom to Western Australia during the period 1985-1995.The families reported receiving little information about education systems in Western Australia prior to migration. In the post-migration period, little official information was provided at system or at school level. Because placing the children in schools was a priority for the families, encounters with Western Australian education systems took place within a few weeks of their arrival as migrants.This lack of prior information meant that cultural differences in educational provision were unexpected and unexplained. In particular, families encountered unexpected problems in the appropriate placement of their children in Western Australian schools. Accented English and differences in word usage led to unexpected rejection and teasing. The perceived failure on the part of schools to address these and other differences caused confrontations between parents and many schools and disrupted the children's educational progress. These discordant experiences and difficulties led to what, in this study, is characterised as cultural dissonance.The implications for the study are discussed on two levels. With particular ++ / reference to Western Australian education systems, the lack of induction policies for English-speaking migrant children was apparent. There appeared to be no system or school level guidelines which mandated the use of printed matter, provided at State system level to address these difficulties. The schools were not seen to make good use of the information parents provided about the children's educational stages. The intervention of teachers at classroom level to discourage teasing was seen as ineffective and in two cases teachers contributed to the problems being encountered.On a more general level, the study has implications for attitudinal change within Australian society towards the reception of skilled and financially secure migrant new criteria for entry to Australia have implications for the socio-economic status of potential migrants. The self-identity of these families is influenced by their status in the social hierarchies of their country-of origin. Skilled and professional families are likely to resist policies for their children's induction being seen as a low priority in Western Australian schools simply because of the child's migrant status.The research findings gave rise to recommendations that:Information of education systems in Western Australia should be made available to all intending migrant families with children.Induction policies for all migrant children should be in place and be utilised in Western Australian schools.The formulation of policy takes account of the effects of changes to migrant socio- economic status, brought about by the changes to the criteria for entry to Australia.The study concluded that shared markers of language and ethnicity were not sufficient to ensure that the cultural differences in education systems were not experienced by the families. A lack of prior information on those differences and a lack of induction ++ / policies for the children led to difficulties and to experiences of cultural dissonance for the families.

The conflict in Afghanistan which has predominated much of the first decade of the new millennium has resulted in the creation of a new generation of Canadian war veterans. This veteran culture will include Canadian military personnel who were either directly or indirectly involved in active peacekeeping duty during their careers. Some of these men and women choose retirement to pursue other interests or second careers in the civilian world. Others are facing involuntary early retirement due to permanent medical or combat-related stress factors, such as post traumatic stress disorder (PTSD). Medical release, in combination with age and socioeconomic circumstances can result in adjustment difficulties (Sweet, Stoler, Kelter, & Thurrell, 1989; Westwood, Black & McLean, 2002). A qualitative study of the experiences of ten Canadian soldiers in transition from military life to civilian education environments over a three-month period from November, 2011 to February, 2012 was carried out. The following themes emerged as major areas of discussion: transition issues, unanticipated transitions and non-events, camaraderie and the veteran identity, transferable skills, and support and resources. The transition model developed by Schlossberg and presented by Goodman, Schlossberg, and Anderson (2006) was used as a guiding theory to develop an understanding of the transition experience in reference to this new population of Canadian military veterans. Theories of cross-cultural transition were used as a framework for discussion. Recommendations for facilitating transition through education for Canadian soldiers are included. / Thesis (Master, Education) -- Queen's University, 2012-04-23 17:09:52.269

The number of athletic migrants has increased over the last 20 years. In the past, transitions have been difficult for transnational and migrant athletes. The objective of this study was to explore professional cultural transition experiences of Icelandic handball players who moved to Denmark in terms of demands, resources, barriers, and coping strategies throughout three phases of the transition process. The study used a qualitative approach centred on postpositivism. Eight active professional handball players were interviewed about their cultural transition experiences on moving to Denmark, and the data was then analysed using a thematic analysis. The focus was to identify themes in the data within each category and phase of the transition. In the findings, we present an empirical model of the cultural transition of Icelandic professional handball players. The model provides a description of the players' transition experiences (i.e., perceived demands, resources, barriers, coping strategies, and outcomes) within each of the three cultural transition phases (pre-transition, acute cultural adaptation, and sociocultural adaptation). The empirical model can be useful for sport psychology practitioners working with handball players and sporting national governing bodies (NGB). The results can also be implemented by handball clubs in Iceland and in coaching education. / Antalet atletiska migranter har ökat under de senaste 20 åren. Tidigare har övergångar varit svåra för transnationella och migrerande idrottare. Syftet med denna studie var att utforska professionella erfarenheter av kulturövergången hos isländska handbollsspelare som flyttade till Danmark i form av krav, resurser, barriärer och copingstrategier under tre faser av övergångsprocessen. Studien använde ett kvalitativt tillvägagångssätt med fokus på postpositivism. Åtta aktiva professionella handbollsspelare intervjuades om sina erfarenheter av kulturövergång när de flyttade till Danmark, och data analyserades sedan med en tematisk analys. Fokus var att identifiera teman i datan inom varje kategori och fas av övergången. I resultaten presenterar vi en empirisk modell av den kulturella övergången för isländska professionella handbollsspelare. Modellen ger en beskrivning av spelarnas övergångsupplevelser (d.v.s. upplevda krav, resurser, barriärer, copingstrategier och resultat) inom var och en av de tre kulturella övergångsfaserna (för-transition, akut kulturell anpassning och sociokulturell anpassning). Den empiriska modellen kan vara användbar för idrottspsykologiska rådgivare som arbetar med handbollsspelare och idrottsliga nationella styrande organ (NGB). Resultaten kan även implementeras av handbollsklubbar på Island och i tränarutbildningar.

This thesis examines the way refugee and immigrant children, newly-arrived in Australia, perceive and describe music learning and music making. Sited in a specialist English Language School for primary school-age new arrivals, it explores the meaning that children from diverse cultural backgrounds and prior schooling experiences ascribe to their music classes and experiences, inviting their perceptions of what they are learning, how they learn it, what aspects of the music program most engage and motivate them, and what sense they make of the music program and its existence at this school. / The study also focuses on the methodological issues at play in a research context where multiple languages, culture shock, and pre-adolescent children with unknown pre-migration experiences, coincide with a subject matter that does not lend itself easily to spoken descriptions. These include issues of interpretation and assigning meaning, and the way that different cultural values and expectations can influence participants’ responses. The researcher sought to develop research methods and tools that would effectively elicit the children’s responses, supporting them in the unfamiliar research environment, while remaining sensitive to their preferred ways of communicating. / This is a qualitative multiple case study that focuses on three individual students from diverse cultural and schooling backgrounds, with the school’s music program being the issue or concern upon which they offer their different perspectives. Both within-case and cross-case analysis was utilised, and a phenomenological approach to the inquiry was embedded within the case-study structure and research design. Data were gathered by means of interviews and participant observation, and were analysed and interpreted for emergent categories and themes, and for the additional meanings hidden between what was not said, or within awkward language, using interpretive poetics methods and direct interpretations of individual instances. / Discussion points and conclusions include the significance of the music pedagogy in building shared understanding among culturally-diverse children, the impact of culture shock on children’s perceptions, the importance of social learning contexts for newly-arrived children, and methodological challenges and recommendations for research with a similar cohort of children.

This thesis examines the way refugee and immigrant children, newly-arrived in Australia, perceive and describe music learning and music making. Sited in a specialist English Language School for primary school-age new arrivals, it explores the meaning that children from diverse cultural backgrounds and prior schooling experiences ascribe to their music classes and experiences, inviting their perceptions of what they are learning, how they learn it, what aspects of the music program most engage and motivate them, and what sense they make of the music program and its existence at this school. / The study also focuses on the methodological issues at play in a research context where multiple languages, culture shock, and pre-adolescent children with unknown pre-migration experiences, coincide with a subject matter that does not lend itself easily to spoken descriptions. These include issues of interpretation and assigning meaning, and the way that different cultural values and expectations can influence participants’ responses. The researcher sought to develop research methods and tools that would effectively elicit the children’s responses, supporting them in the unfamiliar research environment, while remaining sensitive to their preferred ways of communicating. / This is a qualitative multiple case study that focuses on three individual students from diverse cultural and schooling backgrounds, with the school’s music program being the issue or concern upon which they offer their different perspectives. Both within-case and cross-case analysis was utilised, and a phenomenological approach to the inquiry was embedded within the case-study structure and research design. Data were gathered by means of interviews and participant observation, and were analysed and interpreted for emergent categories and themes, and for the additional meanings hidden between what was not said, or within awkward language, using interpretive poetics methods and direct interpretations of individual instances. / Discussion points and conclusions include the significance of the music pedagogy in building shared understanding among culturally-diverse children, the impact of culture shock on children’s perceptions, the importance of social learning contexts for newly-arrived children, and methodological challenges and recommendations for research with a similar cohort of children.

The purpose of the study was to investigate cultural transition experience in elite football. More specifically, to explore three Swedish football players experience of their first transition abroad when relocating to play professional football in Europe. A narrative inquiry approach was used, with help of the cultural transition model (Ryba, Stambulova, & Ronkainen, 2016) a semi-structured interview guide was created. The cultural transition model was also used as a lens for analyzing the data. The participants were non-randomly sampled and recruited with help from the Swedish Football Federation. Four players responded positively and initiated the interview, three was fully conducted while one dropped out. The data were analyzed with holistic-content and categorical-content analysis to show three unique pathways but also common themes of their cultural transitions. The first result showed the uniqueness of the players pathways; preparing for the worst and saved by the football bubble, taking responsibility and a key role as a foreign player to gain respect in the team, and a big step for personal development: from homesickness to being hungry for more. Secondly, the result showed that the participant shared experience in the cultural transition process which are presented in 12 themes (e.g. Pre-transition phase: satisfaction in Swedish club before leaving, Acute cultural adaptation phase: adjustment in football as first priority in host culture, and Sociocultural adaptation: perceived ability and efficacy to adjust to new cultural settings). In conclusion, adaptation in football was prioritized during the first period of relocation, that means that they fully invested to show that they were good. However, after this first phase, having a meaningful life besides football became one of the most important things to feel satisfied. Although there are still questions unanswered regarding cultural transition in elite football, implications to Swedish Football Federation were given in further working with professional players who go abroad.

This longitudinal qualitative research case study analyzed how international students in their first semester at an intensive English program (IEP) managed their English language learning experiences while transitioning to a new academic learning environment. Their experiences of cultural and educational transition were viewed through the lens of self-regulatory learning habits and behavior. Three linguistically and internationally diverse students who identified as highly self-regulated learners through Likert-scale questionnaire responses were interviewed at the beginning, middle, and end of their first semester at a large university-affiliated IEP in the western part of the US. The three students came from Central America (Spanish speaking), Sub-Saharan Africa (Malagasy & French speaking), and Asia (Mandarin Chinese speaking). Semi-structured interviews yielded data about what self-regulated learning (SRL) principles and practices the students brought with them to the IEP and which SRL principles and practices were maintained, newly developed, or not used throughout their first semester. Data collected from the semi-structured interviews about their transition experiences were organized and analyzed within a six-dimensional model of SRL that included how students managed their motives, in-class and out-of-class learning methods, time, physical environments, social environments, and language performance. Implications for researchers, administrators, and teachers are discussed, including the role of resilience as an important self-regulated learning practice for language learners.