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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 41 to 48 of 48 (0.044 seconds)Spelling suggestions: "subject:"multikulturele"" "subject:"multikulturní""
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Globalisierung und transnationale Kompetenzentwicklung : systemisches Trainingskonzept für transnationalorientierte Führungskräfte /Nagah, Hakim al- January 2002 (has links) (PDF)
Univ., Diss.--Kassel, 2001.
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Interkulturelle Kooperationskompetenz : eine Fallstudienanalyse interkultureller Interaktionsbeziehungen in internationalen Unternehmenskooperationen /Meyer, Thomas. January 2004 (has links) (PDF)
Techn. Univ., Diss.--Braunschweig, 2004. / Literaturverz. S. 289 - 319.
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Interkulturell- och visuell litteracitet som didaktiskt verktyg för att utveckla medielitteracitet / Intercultural- and visual literacy to develop media literacyAnderberg, Maria, Lilja, Amy January 2022 (has links)
Ungdomar växer upp i en multikulturell kontext där kulturer, åsikter, språk och normer blandas till nya kulturer. För att förstå det samhälle de växer upp till och de visuella uttryck de möter behöver de ett verktyg, interkulturell litteracitet. Kunskapsöversikten undersöker vad begreppen interkulturell respektive visuell litteracitet är, varför de samverkar, skillnader mellan mångkulturell och interkulturell och hur dessa begrepp fungerar i det medie- och multimodala samhälle som ungdomar växer upp i och en dag ska föra vidare. Texten studerar vidare varför interkulturell litteracitet kan användas för att visa på hur maktordningar representeras i media, samhälle, skola och hur lärare kan arbeta didaktiskt inom ämnena. Kunskapsöversikten har ett noggrant urval av material som har valts ut ur en systematisk sökprocess. Resultatet visar sambandsfaktorer mellan interkulturell- och visuell litteracitet och en slutsats är dess möjligheter att positivt påverka medielitteracitet som ett verktyg för att utbilda demokratiska medborgare.
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Die interkulturelle Gemeinde : Gemeindeaufbau und Evangelisation in der zunehmend multikulturellen Bevölkerung deutsher Ballungsräume / Intercultural church : church development and evangelization in an increasing multicultural population in a german urban contextSchönberg, Klaus 22 January 2015 (has links)
Das Ziel dieser missiologischen Arbeit besteht darin, herauszufinden, welche Art von Kirche
in einer globalisierten und zunehmend multikulturellen Gesellschaft gebaut werden muss,
damit das Evangelium als Gute Nachricht für alle Völker gehört werden kann.
Nach der Arbeitsweise der Kontextuellen Theologie wird induktiv gefragt, in welcher Welt
wir im Deutschland des 21. Jahrhunderts leben. Anschließend wird die deduktive Rückfrage
an die Schrift gestellt, ob sie etwas Grundsätzliches zum Thema einer zunehmend multikulturellen
Gesellschaft zu sagen hat. Die Reflektion der Ergebnisse beider Schritte führt zu konkreten
Gestaltungsschwerpunkten der interkulturellen Ekklesia. Auf Grund der Forschungsergebnisse
werden Thesen zur (missions-) theologischen, evangelistischen, soziokulturellen und
politischen Relevanz formuliert.
Die vorliegende Studie will einen Beitrag für die Grundlagen des interkulturellen Gemeindeaufbaus
geben. Sie zeigt die signifikanten Unterscheidungsmerkmale zwischen mono- und
interkulturellem Gemeindebau auf. Sie beschreibt das evangelistische und gesellschaftstransformatorische
Potenzial der interkulturellen Gemeinde und skizziert die gesellschaftlichen
Auswirkungen, die ein rein monokultureller Gemeindebau in multikultureller Umgebung hat / The objective of this missiological study is to determine which kind of church needs to be
built in a globalised and increasingly multicultural society, in order for all people to be able to
hear the gospel as good news.
In accordance with the method of contextual theology, the question is raised inductively, in
which kind of world we live today. Subsequently, a further inquiry is made into the Scriptures:
whether they answer fundamental questions about the issue of an increasingly multicultural
society. A reflection on the results of both steps leads to the establishment of key points
for the formation of an intercultural ecclesia. On the basis of the research results, hypotheses
about (mission)theological, evangelistic, socio-cultural and political relevance are developed.
The study presented reveals the significant, distinctive features of mono- and intercultural
church development. It describes the potential of the intercultural church for evangelism and
social transformation and outlines the social effects of purely monocultural church development
in a multi-cultural environment / Practical Theology / M. Th. (Practical Theology)
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Processes of nurturing and maintenance of multicultural identity in the 21st century : A qualitative study of the experience of long-term transcultural sojournersVallazza, Oscar January 2010 (has links)
<p>In today’s world, exposure to other cultures has become a symbol of increasing globalization processes. Many people leave their home area to embark on a voyage of discovery and learning that affects their original cultural identity.</p><p>This study explores the life experience of independent transcultural sojourners, i.e. people who freely decide to relocate to different cultural contexts after their formative years. The inquiry covers three major themes of their intercultural experience: Multicultural identity, processes of intercultural adaptation, and change and transformation ensuing from multiple intercultural relocations. The aim of this study is to show the effects of multiple intercultural experiences on the identity of transcultural sojourners, and how they dealt with relevant emerging processes of intercultural adaptation.</p><p>Following a format suggested by Seidman (1996), five respondents were asked to recount and reflect on their transcultural experience in three separate, asynchronous interviews that covered three dimensions of their intercultural experience: past, present, and reflections. The ensuing text comprised about 16,000 words and was analyzed using both a narrative and a thematic approach using a mixed typology of categories and sub-themes made up of indigenous typology stemming from relevant scholarly literature and researcher-constructed typology suggested by the researcher and the respondents.</p><p>The analysis indicates that personal factors like mindfulness, motivation, resourcefulness, and intercultural awareness strongly influence processes of Intercultural communication competence and Multicultural identity development. Contextual factors are also relevant, as they include issues of avowed and ascribed identity. The analysis also shows no specific, generalizable link between the presence of intercultural stimuli in the original cultural milieus and the decision to relocate across cultural boundaries. Furthermore, it points to a strong relation between Piagetian constructivist learning theories and the development of ICC competence. The study also indicates that independent transcultural sojourners are in a position to negotiate the level of their integration and marginality, which in turn affects the spectrum of their Intercultural communication competence.</p><p>Finally, this study indicates the limited applicability of traditional functionalist approaches to understanding and conceptualizing processes of intercultural adaptation and multicultural identity building. It also suggests the need for a shift towards a dialogical perspective informed by systems-thinking and Chaos theory.</p> / The author would like to acknowledge the inspiration and passion for intercultural issues provided over the years by the Intercultural Insights on-line community.Seattle, summer 2010.
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Processes of nurturing and maintenance of multicultural identity in the 21st century : A qualitative study of the experience of long-term transcultural sojournersVallazza, Oscar January 2010 (has links)
In today’s world, exposure to other cultures has become a symbol of increasing globalization processes. Many people leave their home area to embark on a voyage of discovery and learning that affects their original cultural identity. This study explores the life experience of independent transcultural sojourners, i.e. people who freely decide to relocate to different cultural contexts after their formative years. The inquiry covers three major themes of their intercultural experience: Multicultural identity, processes of intercultural adaptation, and change and transformation ensuing from multiple intercultural relocations. The aim of this study is to show the effects of multiple intercultural experiences on the identity of transcultural sojourners, and how they dealt with relevant emerging processes of intercultural adaptation. Following a format suggested by Seidman (1996), five respondents were asked to recount and reflect on their transcultural experience in three separate, asynchronous interviews that covered three dimensions of their intercultural experience: past, present, and reflections. The ensuing text comprised about 16,000 words and was analyzed using both a narrative and a thematic approach using a mixed typology of categories and sub-themes made up of indigenous typology stemming from relevant scholarly literature and researcher-constructed typology suggested by the researcher and the respondents. The analysis indicates that personal factors like mindfulness, motivation, resourcefulness, and intercultural awareness strongly influence processes of Intercultural communication competence and Multicultural identity development. Contextual factors are also relevant, as they include issues of avowed and ascribed identity. The analysis also shows no specific, generalizable link between the presence of intercultural stimuli in the original cultural milieus and the decision to relocate across cultural boundaries. Furthermore, it points to a strong relation between Piagetian constructivist learning theories and the development of ICC competence. The study also indicates that independent transcultural sojourners are in a position to negotiate the level of their integration and marginality, which in turn affects the spectrum of their Intercultural communication competence. Finally, this study indicates the limited applicability of traditional functionalist approaches to understanding and conceptualizing processes of intercultural adaptation and multicultural identity building. It also suggests the need for a shift towards a dialogical perspective informed by systems-thinking and Chaos theory. / The author would like to acknowledge the inspiration and passion for intercultural issues provided over the years by the Intercultural Insights on-line community.Seattle, summer 2010.
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Interkulturelle Gemeinde : Gemeindeaufbau und Evangelisation in der zunehmend multikulturellen Bevölkerung deutsher Ballungsräume / The intercultural church : church development and evangelization in an increasing multicultural population in a German urban contextSchönberg, Klaus 22 January 2015 (has links)
Das Ziel dieser missiologischen Arbeit besteht darin, herauszufinden, welche Art von Kirche
in einer globalisierten und zunehmend multikulturellen Gesellschaft gebaut werden muss,
damit das Evangelium als Gute Nachricht für alle Völker gehört werden kann.
Nach der Arbeitsweise der Kontextuellen Theologie wird induktiv gefragt, in welcher Welt
wir im Deutschland des 21. Jahrhunderts leben. Anschließend wird die deduktive Rückfrage
an die Schrift gestellt, ob sie etwas Grundsätzliches zum Thema einer zunehmend multikulturellen
Gesellschaft zu sagen hat. Die Reflektion der Ergebnisse beider Schritte führt zu konkreten
Gestaltungsschwerpunkten der interkulturellen Ekklesia. Auf Grund der Forschungsergebnisse
werden Thesen zur (missions-) theologischen, evangelistischen, soziokulturellen und
politischen Relevanz formuliert.
Die vorliegende Studie will einen Beitrag für die Grundlagen des interkulturellen Gemeindeaufbaus
geben. Sie zeigt die signifikanten Unterscheidungsmerkmale zwischen mono- und
interkulturellem Gemeindebau auf. Sie beschreibt das evangelistische und gesellschaftstransformatorische
Potenzial der interkulturellen Gemeinde und skizziert die gesellschaftlichen
Auswirkungen, die ein rein monokultureller Gemeindebau in multikultureller Umgebung hat / The objective of this missiological study is to determine which kind of church needs to be
built in a globalised and increasingly multicultural society, in order for all people to be able to
hear the gospel as good news.
In accordance with the method of contextual theology, the question is raised inductively, in
which kind of world we live today. Subsequently, a further inquiry is made into the Scriptures:
whether they answer fundamental questions about the issue of an increasingly multicultural
society. A reflection on the results of both steps leads to the establishment of key points
for the formation of an intercultural ecclesia. On the basis of the research results, hypotheses
about (mission)theological, evangelistic, socio-cultural and political relevance are developed.
The study presented reveals the significant, distinctive features of mono- and intercultural
church development. It describes the potential of the intercultural church for evangelism and
social transformation and outlines the social effects of purely monocultural church development
in a multi-cultural environment / Philosophy, Practical and Systematic Theology / M. Th. (Practical Theology)
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Bambine e ragazzi bilingui nelle classi multietniche di Torino / Il sistema scolastico a confronto con opportunità, complessità e sfide del plurilinguismoRitucci, Raffaella 24 October 2018 (has links)
Das Schulregister des Kultusministeriums MIUR verzeichnet, dass mehr als jede/r zehnte aller Schüler/innen in Italien keine italienische Staatsbürgerschaft hat, obwohl sie mehrheitlich dort geboren wurden. Zahlreiche Erhebungen weisen für sie im Vergleich zu den italienischen Mitschülern/innen geringere Italienischkenntnisse und weniger schulischen Erfolg auf.
Innerhalb dieser explorativen Feldforschung haben Einzelinterviews mit 121 Schülern/innen (5.-8. Klasse) in Turiner Schulen und mit 26 Eltern, sowie die Auswertung von 141 an 27 Italienisch- und Herkunftsprachlehrer/innen verteilten Fragebögen ergeben, dass viele Schüler/innen "zweisprachige Natives" sind, da sie mit Italienisch und einer anderen Sprache aufwachsen. Dieser Polyglottismus, den die Interviewten sehr positiv bewerteten, findet jedoch in der Schulpraxis keine Entsprechung: Gezielte Förderung im Italienischen und der Unterricht der Familiensprache sind meist Wunschdenken.
In der Kohorte haben die Schüler/innen mit den besten Italienischkenntnissen einen italophonen Elternteil bzw. kamen im Vorschulalter nach Italien und besuchten dort den Kindergarten. Dagegen sind, wie auch bei den INVALSI-Tests, die in Italien geborenen und die dann die Krippe besuchten, leicht benachteiligt. Was die Familiensprache angeht, verbessert ihr Erlernen die Kompetenzen darin, ohne dem Italienischen zu schaden: Im Gegenteil. Diese Ergebnisse bestätigen die wichtige Rolle der "anderen" Sprache für einen gelungen Spracherwerb.
Das MIUR sollte also sein Schulregister mit Sprachdaten ergänzen, um die Curricula im Sinn der EU-Vorgaben umzuschreiben und den sprachlich heterogenen Klassen gezielte Ressourcen und definierte Vorgehensweisen zur Verfügung zu stellen. Mit geringeren Mitteln, im Vergleich zu den jetzigen Kosten für Herunterstufung, Klassenwiederholung und Schulabbruch würde man Schulerfolg, Chancengerechtigkeit und Mehrsprachigkeit fördern, mit positiven Folgen für den Einzelnen sowie für die Volkswirtschaft. / L'anagrafe studenti del MIUR registra come oggi in Italia più di uno studente su dieci non è cittadino italiano, pur essendo la maggioranza di loro nata in questo paese. Numerose indagini statistiche mostrano come gli allievi "stranieri" presentino, rispetto a quelli italiani, ridotte competenze in italiano e minore successo scolastico.
Questa ricerca esplorativa svolta in alcune scuole di Torino (V elementare-III media) ha analizzato dati ottenuti tramite interviste semi-strutturate a 121 studenti e 26 genitori e 141 questionari compilati da 27 insegnanti di italiano e di lingua di famiglia. Da essa è emerso che molti studenti sono "nativi bilingui", poiché crescono usando l'italiano e un'altra lingua. Questo poliglottismo, valutato dagli intervistati assai positivamente, non si rispecchia però nella prassi scolastica: un supporto mirato in italiano e l'insegnamento della lingua di famiglia sono di regola una chimera.
All'interno del campione le più ampie competenze in italiano si trovano fra chi ha un genitore italofono e chi è arrivato in Italia in età prescolare frequentandovi la scuola materna; come constatato anche nei test INVALSI, chi è nato in Italia e vi ha frequentato l'asilo nido è leggermente svantaggiato. Rispetto alla lingua di famiglia risulta che il suo studio porta a migliori competenze in essa, senza nuocere all'italiano: anzi. Emerge quindi il ruolo significativo della lingua "altra" per un'educazione linguistica efficace.
L'invito al MIUR è quindi di integrare la propria anagrafe con dati linguistici, così da ridefinire i propri curricula secondo le Linee Guida Comunitarie, individuando procedure e risorse specifiche per le classi multilingui. Con un investimento ridotto, paragonato con il costo attuale dato da retrocessioni, ripetenze e abbandono scolastico, si riuscirebbe a sostenere il successo scolastico, le pari opportunità e il plurilinguismo, con conseguenze positive per i singoli e per l'economia nazionale. / The Italian Ministry of Education (MIUR) student register records that today in Italy more than one out of ten students is not an Italian citizen, although the majority of them were born there. Several statistical surveys indicate that "foreign" students, when compared to native students, show a poorer performance in Italian and in academic achievement.
This exploratory fieldwork carried out in schools in Turin (5th to 8th grade) analyzed data obtained through semi-structured interviews with 121 students and 26 parents as well as 141 questionnaires filled in by 27 teachers of Italian and family language. It showed that many students are "bilingual natives", as they grow up acquiring both Italian and another language; however, despite the fact that the interviewees rate polyglottism positively, schools don't usually offer targeted support in either language.
Within the cohort the broadest range of competences in Italian are found first among those with an Italian-speaking parent, then among those who arrived in Italy at pre-school age attending kindergarten there; this latter group shows higher competences than those born in Italy attending nursery there, as also in the INVALSI tests. As far as family language is concerned, data illustrate that its teaching increases its competences without affecting those in Italian: quite the opposite in fact. These results confirm the remarkable role played by the "other" language in successful language education.
MIUR is therefore called upon to include also linguistic data in its student register, so as to redefine its curricula according to EU Guidelines, and to identify specific procedures and resources for multilingual classes. This new policy would reduce the current cost of placing students in a lower grade, grade retention and drop-outs, and would promote school success, equal opportunities and multilingualism, with positive consequences both for the individuals and for the national economy.
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