Global ETD Search

61	Intercultural dialogue for civic engagement: Perspectives from the multicultural community Ball, Charlene L. 01 January 2016 (has links) Since the 1980s, intercultural dialogue has become increasingly recognized as a way to reduce prejudice, improve relationships, increase intercultural understanding, manage diversity, and contribute to democratic processes. Similarly, civic engagement has emerged as a key priority of municipalities to effectively serve and meet the needs of a culturally diverse public. I conducted an exploratory qualitative research study using focus groups with 13 ethnocultural community leaders in Edmonton, Alberta. The main goals were to understand from their lived experiences and perspectives how intercultural dialogue could contribute to meaningful and culturally appropriate civic engagement for ethnocultural communities. The findings indicated that ethnocultural community leaders are passionate about and committed to improving the lives of their communities, identify strongly with Canada and Edmonton as their home, and appreciate being meaningfully involved in civic affairs. The findings indicated that intercultural dialogue is meaningful if it takes place in a larger framework of civic engagement practices. This framework of meaningful practices is presented along with recommendations that can be adapted and implemented by municipalities, institutions, and organizations that wish to engage meaningfully with and respond effectively to diverse ethnocultural communities. Multicultural Education Communication Public administration Social sciences Communication and the arts Education Civic engagement Community engagement Engaging diverse communities Intercultural communication Intercultural dialogue Intergroup contact theory International and Area Studies Social and Behavioral Sciences
62	INTERCULTURAL CONTACT, COMPETENCE, AND CONVIVIALITY: A PROPOSAL FOR CAMPUS ENGAGEMENT AND BELONGING Leighton A Buntain (11741606) 03 December 2022 (has links) International education is big business and international students are a large minority on many of the U.S.’s most reputable institutions. However, a persistent issue has been the tendency for international and U.S. domestic students to socialize largely within their own groups of co-nationals. Utilizing a paradigmatic case study approach on a large public university, this dissertation consists of three separate, but connected, studies that feature, respectively, (1) staff and faculty intercultural learning and contact, (2) undergraduate student experiences of intercultural contact and friendship, and (3) undergraduate student assessments of campus spaces and programs for interacting across culture. These studies integrated frameworks from intercultural competence, intergroup contact theory, and conviviality. Findings throughout the case study confirmed that friendship and contact between international and domestic U.S. individuals was limited, even when the participants were motivated, experienced, and demonstrated many aspects of intercultural competence. Further, the case was characterized by administrative efforts to address the issue through formal classes, workshops, and festivals, while generally overlooking the informal spaces that students found most integral to their own experiences. These findings underscore a disconnect between trying to “prepare” individuals for contact rather than attempting to “create” the spaces and programs for such contact to occur, i.e., a focus on the individual’s knowledge and skills rather than the interpersonal and environmental conditions in contact. The findings culminated in the proposed Programmatic Conviviality Model, qualities which are theorized to support convivial intercultural contact. I argue that this model and the realignment to a focus on intercultural contact as a goal, is necessary for college campuses beyond the immediate case study and that this work is timely as campuses move back to in-person engagement after almost two years of COVID isolation. Higher education Other education not elsewhere classified Communication studies Globalisation and culture Intercultural Learning Conviviality Intergroup Contact Intercultural contact Education not elsewhere classified Communication Studies Globalisation and Culture Higher Education
63	Intergruppenkontakt mit Polizei, Justiz und Straftäter:innen: Zusammenhänge mit Einstellungen, Vertrauen und Kriminalitätsfurcht Bender, Rowenia, Asbrock, Frank 20 September 2022 (has links) In dem Bericht werden die Daten der ersten Erhebungswelle der Panelstudie zur Wahrnehmung von Kriminalität und Straftäter:innen (PaWaKS) analyisert. Dazu wurde eine deutschlandweite repräsentative Stichprobe von 5000 erwachsenen Personen befragt. Die Ergebnisse in Kürze: Diejenigen Befragten, die Kontakt zu Polizei und Justiz bzw. zu Straftäter:innen hatten, beschrieben diesen Kontakt als überwiegend positiv. Junge Menschen sowie Menschen mit Migrationshintergrund bewerteten den Kontakt mit Justiz/Polizei etwas weniger positiv als Menschen aus anderen Altersgruppen bzw. ohne Migrationshintergrund. Wie von der Kontakthypothese angenommen, ging positiver Kontakt zu Polizei und Justiz mit positiven Einstellungen gegenüber Polizei und Justiz einher, ebenso mit höherem Vertrauen in diese Institutionen. Gleichzeitig zeigte sich aber ein leicht negativer Zusammenhang zu Einstellungen gegenüber Straftäter:innen. Positiver Kontakt mit Straftäter:innen hing mit positiveren Einstellungen gegenüber Straftäter:innen zusammen, aber nicht mit Einstellungen zu und Vertrauen in Polizei und Justiz. Dieser Befund spricht gegen negative Nebeneffekte von Kontakt mit Straftäter:innen. Positive Kontakterfahrungen können zur Verbesserung der Beziehungen zu und Wahrnehmung von Polizei und Justiz sowie Straftäter:innen beitragen und so größeres Vertrauen in die Institutionen und eine verbesserte Reintegration von Straftäter:innen in die Gesellschaft ermöglichen.:Inhaltsverzeichnis Das Wichtigste in Kürze 4 1 Einleitung 5 1.1 Intergruppenkontakt 6 1.2 Intergruppenkontakt mit Polizei und Justiz 7 1.3 Intergruppenkontakt mit Straftäter:innen 8 2 Methode 9 2.1 Vorgehensweise 9 2.2 Erhebungsinstrumente 9 2.3 Beschreibung der Stichprobe 10 3 Interindividuelle Unterschiede 11 3.1 Kontakt mit Vertreter:innen des Justizsystems 11 3.2 Kontakt mit Straftäter:innen 16 4 Zusammenhangsanalysen 20 4.1 Einstellungen gegenüber Polizei, Justiz und Straftäter:innen 21 4.2 Kriminalitätsfurcht 22 4.3 Vertrauen in Polizei und Justiz 23 4.4 Attribution von Kriminalität und Punitivität 23 5 Fazit 25 Glossar 27 Literaturverzeichnis 29 Impressum 34 info:eu-repo/classification/ddc/300 ddc:300
64	Hiring the “Other”—A Biographical Narrative Inquiry of Progressive Human Resource Professionals Osmun, William R. 29 May 2019 (has links) No description available. Labor Economics Labor Relations Management Philosophy Psychology Social Psychology Social Structure Sociology Organizational Behavior Occupational Psychology Cultural Resources Management Behavioral Sciences Altruism Biographical Narrative Inquiry Dehumanization Empathy Employment Discrimination Hiring Human Resource Management Human Resource Professionals Non-traditional Talent Pool Prosocial Development Positive Intergroup Contact
65	La enseñanza de temas homosexuales en la literatura: El fomento de un multiculturalismo más completo en los estudios de la literatura española / The Teaching of Homosexual Themes in Literature: The Promotion of a More Complete Multiculturalism in the Study of Spanish Literature Cobb, Vaughn Aaron 12 November 2013 (has links) Indiana University-Purdue University Indianapolis (IUPUI) / A variety of minority groups are present in the readings of Spanish and Latin American literature classes; however, there is a lack of representation of homosexual themes in the readings. This paper takes a look at what homosexual themes are present in the literature anthologies in current use, and then suggest a teaching unit and methodology for how one can implement these topics into a literature class. The paper provides a sound basis for teachers who are trying to introduce these issues into their classes. [Language - Spanish] Spanish LGBT Spanish Pedagogy Homosexual Gay pedagógia enseñanza Teaching Literature literatura Spanish Literature literatura española español Intergroup Contact Theory Tolerance tolerancia Acceptance Support apoyo aceptación literatura castellano Spanish class literature class clase de español clase de literatura introducción temas controvertidos Controversial themes Teaching Unit Unidad didáctica Didactic unit Homosexuality and education Lesbians -- Study and teaching Gays -- Study and teaching Transsexuals -- Study and teaching Bisexual students -- Study and teaching Textbook bias Didactic literature, Spanish Intergroup relations -- Analysis Critical pedagogy -- Study and teaching Gender identity in education -- Analysis Spanish literature -- Study and teaching

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