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In this paper, I explore my experience around teaching a digital game design and making postgraduate course in an intercultural setting in the UK Higher Education. I focus on how locality and disciplinary aspects create and mediate hierarchies of knowledges and practices that shape this kind of course, and how the intercultural setting studied here affords critical interrogations about the supposed universal nature of game design, as a field and as a practice. In particular, I examine an educational approach adopted in this course centred on the critical pedagogy notion of ‘cultural work’ and on philosophy of technology, rejecting mechanistic approaches to game design and making in favour of thinking with and through tools and processes. Through interviews with former students around their expectations about learning game design and making and their (changing) perspectives during this course, I explore how such an approach can create educational experiences for both students and game educators to build different (i.e. more critical and diverse) knowledge and practice foundations for those who will be working in/with games in the future as well as developing new vistas for understanding game design and making not as universal but as practices heavily informed by specific contexts. [ABSTRACT FROM AUTHOR]

Children were active participants in past village life and reconstructing their activities and social roles can provide important insights into domestic and economic dynamics at archaeological sites. In this paper, we use data from two excavated pithouse sites in the Mimbres region of southwestern New Mexico and data from cross-cultural studies of children's activities to explore children's roles and contributions to Mimbres pithouse society. This work seeks to build on work being done on children and childhood in other regions. Our data show that children were active and productive participants at these sites and their roles extended beyond just economic production. [ABSTRACT FROM AUTHOR]

Arguably the most sacred Islamic city, Mecca has long been a migration destination for Muslims. It has become the home to various diasporas over time. Born and raised in Mecca, members of these diasporic communities become transcultural as they retain aspects of their ancestral cultures while adopting the practices of Mecca's native Western Arabians and other diasporas amidst them. These diasporas put their transculturality to good use as mediators of cross-cultural encounters when millions of pilgrims congregate in Mecca to perform the Hajj each year. This paper is an ethnography of the longitudinal effects of migration. I discuss the Fatanis who perform various roles to ensure the pilgrims' successful and comfortable completion of the Hajj, especially their co-ethnic Malays from Southeast Asia. This study of the Fatani diaspora shows that culture is multifarious and dynamic, not homogenous, static, and exclusive. It is also an account of how migration transforms people and cultures. [ABSTRACT FROM AUTHOR]

Against the prevailing outcomes-based education and the instrumentalization of education, a movement has arisen towards holistic education. This aims to go beyond objective measurement of the outcomes of education in order to treat the student as a whole person. In this paper, we shall examine some strands of education in Japan which in some way or another feature the idea of the whole person. This includes the tradition of clinical pedagogy, which originated in Kyoto University, Yukichi Shitahodo's educational anthropology (Kyoiku-Ningengaku), Kuniyoshi Obara's Zenjin Education (the education of the whole person) and holistic education. Notwithstanding the fact that such education is benevolent in intention, it can be miseducative in some respects. In the light of this, and with some reference to criticism of the idea of the whole person, we shall point to an alternative vision of education of the whole person following Cavell's Emersonian moral perfectionism – a perfectionism that is thoroughly anti-foundationalist and that transcends self-entrapment in circulatory discourse on the whole. In critical dialogue between the rich traditions of Japanese thought and the critical voice of liberalism raised from within the West, we hope to find a more nuanced answer to the question of how being a whole might make sense. [ABSTRACT FROM AUTHOR]

Exemplarism – the view that exemplary people, whom we admire, are the bearers of our moral concepts – presents considerable challenges to the (widely-assumed) place of moral theory in how we learn to be moral. Exemplarism has been garnered by Amy Olberding to articulate a Confucian approach to moral learning. This paper extends Exemplarism by considering how it may be put into practice, based on a seminal Confucian text, the Analects of Confucius. To date, the majority of discussions on Confucian ethics that have brought Confucian philosophy to the attention of Anglophone scholars tend to focus on conceptually-based matters. There remain questions regarding how these values may be inculcated and embodied in our moral lives. Central to our proposal is the practice of reflective observation (guan 觀), comprised by three integrated components: observation, evaluation, and emulation. Observing, reflectively, is important not only for an individual's acculturation to existing norms and practices but also for how they may subsequently exercise some latitude over their moral practices. Our reflections offer a practical approach to Confucian moral learning. In doing so, we demystify moral learning in Confucianism and open up avenues for future cross-tradition dialogues on moral education. [ABSTRACT FROM AUTHOR]

The global comparison of planning systems faces several theoretical and normative challenges. Against the background of ongoing debates on the comparability of emerging and existing ideas and practices of planning in the Global North and South, we propose a comparative approach based on field theory. Comparisons of planning systems often focus on the institutional dimension or are mere juxtapositions of cases studies. A comparison based on field theory is more appropriate for the comparative study of planning cultures as the approach allows to interpret planning as an emerging practice influenced (or not) by globalized or European knowledge communities. The two planning systems under scrutiny in this paper are Germany and Brazil. Germany presents a mature field of planning while Brazil's field of planning is emergent. The paper is based on a literature review that supports the formulation of assumptions and tests the approach through a comparison of Brazil and Germany. [ABSTRACT FROM AUTHOR]

Cultural diversity is an important feature of today's classrooms, where learners come from a wide range of cultural backgrounds. In order to teach every individual in an appropriate and motivating way, teachers need a wealth of knowledge, skills, and attitudes, and teacher training plays a major role in their acquisition. The present research was undertaken in order to gain a better understanding of how teacher training contributes to the development of pre-service teachers' culturally responsive competencies. Overall, the findings indicate that there are differences in the components of CRP-related competencies that teacher education programs deliver to prepare teachers for key aspects of multicultural education. Most of the courses are stand-alone courses, one semester long and only focus on one of the competence elements (eg attitude). We found only a limited number of courses that incorporated culturally responsive pedagogy as a long-term, comprehensive approach into their curriculum, and were thus able to develop the majority of competence elements related to CRP. [ABSTRACT FROM AUTHOR]

This paper explores the factors that predict children's willingness to have contact with those from cultures in conflict, using data collected in 2014–2015 from the TEC4Schools program which begins online and eventually includes face-to-face contact. Hierarchical regression analysis was conducted on the results of the questionnaire from 577 students. The predictors were entered in four steps: (1) personal details (gender and religion), (2) equity and satisfaction (3) collaboration (the use of collaborative learning in the course), and (4) intercultural attitudes. Both intercultural attitudes and positive experiences are associated with collaboration and predict the dependent variable: the willingness of the children to interact with those from other cultures. Satisfaction and equity do not directly predict willingness to interact with other children but do so via collaboration. In addition, the variable 'intercultural attitudes' is a mediator for collaboration, meaning that collaboration does predict willingness to interact with other cultures via intercultural attitudes. Although the findings show that gender and religion do not predict willingness to interact, there are significant differences in gender and/or religion in satisfaction, equity, intercultural attitudes, and collaboration. [ABSTRACT FROM AUTHOR]

Some advertisements include celebrity endorsers hoping that will increase the popularity of the ad and, thereby, the celebrity status will be positively associated with the brand. This paper reports the findings of a cross-cultural study undertaken across the cities Hong Kong, Shanghai, Jakarta, Bangkok and Mumbai, using the Foote, Cone & Belding (FCB) grid to determine whether the appearance of a celebrity increases the chance for the advertisement to be liked. The results found that the use of celebrity endorsements in liked advertisements differed considerably, which provide an insight for advertisers developing campaigns using celebrities in different Asian markets. [ABSTRACT FROM AUTHOR]

In distance cross-cultural supervision scenarios PhD students are supported by supervisors located in different cultural contexts, which may, or may not be, the same as that of the student. Very little research has been conducted into experiences of cross-cultural supervision. This paper aims to explores opportunities and challenges for students and supervisors, drawing on qualitative research into their experiences of supervision. Participants were Saudi Arabian students, and UK and Saudi based supervisors. Investigation of three main areas – roles and expectations, communications and technology, and personal and professional development – revealed common issues, and some specific to either students or supervisors. These include language, feedback, technology and professional learning and align with 'intensifiers' identified as making supervision complex or difficult for international PhD students. However, other issues were also identified which need to be discussed openly to ensure that the potential benefits of cross-cultural supervision are realised. [ABSTRACT FROM AUTHOR]

This paper argues for transculturality in critical examinations of diversity in player communities. Transculturality enriches discussions on intersectionality in games and fandom by challenging its default male whiteness and Eurocentricity, and acknowledging the presence of non-normative players who have always existed in game communities. Intersectional game studies is transcultural game studies. [ABSTRACT FROM AUTHOR]

The paper explores the impact of an exercise used to promote culturally sensitive supervision on supervisors. It begins with an overview of the role of power dynamics and cultural awareness within supervision. Two supervisors' experiences of engaging in a transcultural supervision activity with their respective supervisees, trainee educational psychologists (TEPs), are then analysed using Interpretative Phenomenological Analysis (IPA). The two supervisors found engaging in the transcultural supervision exercise initially led to feelings of apprehension but overall was a positive experience. It had a constructive impact on the supervisory relationship; increasing the supervisors' feelings of connection, developing a trusting relationship, and presenting an opportunity to share and understand each other's values. It also promoted an ethnorelative way of working, increased supervisors' cultural awareness, attended to power disparities within supervision, widened perspective taking, and had potential impact on wider practice. [ABSTRACT FROM AUTHOR]

This paper responds to growing acknowledgement that the role of gender and religion are under-researched in studies of interculturality. Although religion and gender are often invoked as two of the many axes of difference that comprise identities and influence interactions between individuals, they have not received the level of attention that race and ethnicity have in studies of intercultural relations. Questions of gender remain unanswered in discussions of interculturality (Gregoriou, Z., 2013. Traversing New Theoretical Frames for Intercultural Education: Gender, Intersectionality, Performativity. International Education Studies, 6 (3), 179–91, p. 187) and while religion is often explored in the sociologies of education and/or youth, its impact on interculturality is under-theorised. In this paper, I explore the ways that religion influences girls' take up of particular discourses, how they use these discourses to construct themselves and others, and how this shapes their engagement with interculturality. First, I look at how girls establish their positions on religious diversity. Then, I interrogate how they deploy discourses of gender to constitute themselves and others. Drawing on empirical data from a study of young women and interculturality, the paper suggests that girls from minoritised ethnic/racial and religious backgrounds are more likely to engage with interculturality on matters of religion and gender than girls who hold majoritised positions in Australian society. [ABSTRACT FROM AUTHOR]

Many countries, including Australia, China, the United States, the United Kingdom and New Zealand, have included art subjects in their core curriculum. Using the theory of governmentality as a critical lens to investigate the intricate power–knowledge system in relation to curriculum, arts and pedagogy, this paper makes a comparative document analysis of two contemporary arts curricula for children aged 5–6 years—the Beijing Kindergarten Happiness and Development Curriculum in the arts learning area (upper class in kindergarten), and the Australian Curriculum: The Arts (Foundation level). Curriculum is best understood as a multi-faceted phenomenon and this paper draws from research which categorized curriculum into three phases: the intended (or planned) curriculum, the enacted (or implemented) curriculum and the experienced (the learner experience) curriculum. By focusing on the first phase: the intended curriculum, this paper compares the documents that comprise the planned curriculum from two very different contexts, and thus makes a contribution to cross-cultural understanding of early childhood arts curriculum in ways that may lead to social change. [ABSTRACT FROM AUTHOR]

This paper investigates cross-cultural differences in the usage, themes, and factors of visual-related references in describing print advertisements. American, Russian, Japanese, and Polish respondents participated in an open-ended survey about three translated ads adapted into the existing visual. Respondents used less visual than non-visual descriptions, and their frequency differed by the ad. Similarities and differences were influenced by the specific advertisement, not by respondents' country. Advertisements require individual assessment for visual adaptation strategy. This pilot study introduces the concept of visual and non-visual descriptions of advertising, visual references themes and variable of advertising case to assess differences between countries. [ABSTRACT FROM AUTHOR]

The gradual appearance and relative stabilisation of the names of different kinds of martial activities in different cultures and contexts has led to confusion and to an unhelpful and unjustifiable elision of meanings, which merges different modes of combat and other martial activities. To gain a clearer perspective on this area, we must enquire into the criteria according to which the various kinds of martial activities are (or should be) classified. Our assessment of the literature suggests that there is no satisfactory and well-justified overall cross-cultural account of the classification of martial activities. This paper provides a revisionary classification and offers an explanation and a justification of the five main categories identified: close combat, warrior arts, martial paths, martial arts and martial sports; as well as some minor ones, such as martial training, martial therapy, martial display, martial games and martial dance. [ABSTRACT FROM AUTHOR]

This paper examines the differences and similarities among three major YouTube markets (U.S.A., Saudi Arabia, and Taiwan) that are culturally very different to test the media globalization and global youth culture thesis and how national cultural values affect YouTube use. Hofstede's cultural dimension framework was employed to explain the cultural differences in affecting the use of video genres and activities on YouTube. We found more differences than similarities among the U.S., Saudi Arabia, and Taiwan in program genre viewership and activities on YouTubes. Gender difference in program genre viewership was largest in Saudi Arabia with highest power distance and second highest in masculinity. Saudi Arabia also scored highest in engagement activities on YouTube. The results of this study enable media managers and global marketers to develop strategies to provide online video services and utilize YouTube for promotion and underscore the importance of developing recommendation algorithms and other popularity indexes such as the trending page. [ABSTRACT FROM AUTHOR]

This paper explores the opening of a purpose-built mosque in Copenhagen, treating it as a case of cross-cultural encounters in urban public space. The encounters explored, then, take a specific form; they are mediated through the architecture and materiality of the mosque and the symbolic signs and public imaginations attached to it. And they are connected to a specific event – the opening of the mosque. In the first part, a conceptual framework is presented bringing together literature on three notions: encounters, visibility and the event. Following this, the paper explores the opening event, the public debate that surrounds it, the process leading up to it and some reactions in the months that followed. The paper concludes by showing how the opening event expresses several paradoxes. The controversies over the visibility of Islam in public space push stereotypical imaginations and Islamophobic feelings to the extremes. At the same time, however, they bring together different groups in unprecedented ways and create new constellations over political, religious and cultural boundaries. [ABSTRACT FROM AUTHOR]

If a revolution is taken to be a decisive break with the past, how can there be a heritage of revolution? Conversely, how does any revolution affect tangible and intangible heritage, as well as shifting conceptions of heritage? In this introduction to four papers dedicated to the theme of 'Heritage and Revolution', we provide an overview of changing conceptualizations of both ideas and how they have shaped each other since the French Revolution first radically changed both. This special section's papers developed from the 2017 Annual Seminar of the Cambridge Heritage Research Group. 2017, as the centenary of the February and October Russian Revolutions, provided a global opportunity for reflection on these themes and for analysis of how contemporary heritagization of revolution (or lack thereof) molds and is molded by a society's conception of itself and its past. At at time of shifting political and heritage paradigms worldwide, this topic remains timely and fascinating. [ABSTRACT FROM AUTHOR]

Only very few studies specifically tackled leadership, and in that, these papers mainly focused on how women lead (Topi'c et al., [18]), which has been a focus of scholarly inquiry on women and leadership since pioneering studies into this issue (Aldoory, [3]; Aldoory & Toth, [2]). Leadership and women in public relations is not on the mainstream research agenda. For example, the Plank Center in the United States conducts globally renowned research into leadership in public relations and also collects information on public relations and leadership scholarship. In addition to this, and since the EUPRERA project/network work is not funded by EUPRERA, I would like to thank Leeds Business School for funding my time to work on this special issue and on the EUPRERA project. [Extracted from the article]

Existing literature on transcultural doctoral education remains largely silent about how history enters knowledge creation and the supervisory relationship. This paper draws upon Andzaldúa's borderlands theory and de Sousa Santo's theory on epistemologies of the South to examine the complex ways that history impacts upon First Nations, migrant, refugee and culturally diverse doctoral candidates' epistemological border-crossing. We explore how our life history study of 40 research candidates and supervisors across seven Australian universities casts new light on knowledge creation in transnational and First Nations doctoral education. Findings show research supervision as a multimodal process of epistemological border-crossing that is deeply embedded in intersected histories. We argue that a history-informed supervision approach demonstrates the deconstructive possibilities of epistemological border-crossing and contributes towards global epistemic justice. [ABSTRACT FROM AUTHOR]

Worldwide, educational policies increasingly focus on students' intercultural competency development (ICD). But educational institutions struggle with its implementation due to difficulties concerning 1) explicating educational goals for ICD and 2) developing teaching, learning and assessment activities that foster this development. The paper describes the development of the Rubric ICD and two interlinked studies aimed to explore how this tool can help to explicate intercultural competence development in (higher) vocational curricula in the Netherlands. The first study, combining five teacher group interviews (n = 15), explores how the Rubric ICD helps to identify challenges and possibilities for explicitly integrating ICD in vocational curricula. The second study, involving 116 students going on international internships, examines if the Rubric ICD helps to explicate and examine students' thinking about ICD before and after their international internships. The studies showed that ICD is still mostly implicit in vocational curricula and students' learning. The Rubric ICD was found helpful for explicating ICD in various elements of vocational curricula and for reflecting on and coaching students' intercultural learning. The studies also revealed that teachers' professional development regarding ICD is needed and that the Rubric ICD could be helpful in that respect as well. [ABSTRACT FROM AUTHOR]

This paper addresses pluralistic understandings of wilderness in the context of wilderness therapy (WT). The term wilderness perpetuates a modern worldview of place that beyond ‘civilisation’ exists an environment defined by risk, fear and an unpredictable nature. WT utilises outdoor travel and living practices during therapeutic intervention and health promotion although empirical justification for its use of wilderness for therapy is not yet established. This paper provides three cultural perspectives on wild places in relation to WT. These national perspectives are informed by local practices, historical and societal understandings of wilderness and supported by related literature from Canada, Norway and Australia. The authors (1) illustrate a number of contemporary western assumptions about wilderness enshrined in the WT and outdoor adventure literature, (2) cautiously propose core purposes for using wild places for therapy and (3) encourage further development of WT practice and research within national, regional and even across organisational contexts. [ABSTRACT FROM AUTHOR]

This paper reports the findings of the first systematic literature review (SLR) of studies on the intercultural approach as captured by two inter-connected articulations: interculturalism (IC) and intercultural dialogue (ICD). Initially, 16,582 available peer-reviewed articles and book chapters published over the period 2000–2017, were identified. After removing duplicates, 11,712 unique studies provided the basis for this SLR. The contents of the publications that met specified inclusion criteria and explicitly discussed the conceptual underpinnings of IC and its related ICD concept (N = 351) were analysed. Despite a more salient position in recent diversity governance discussions, IC and ICD have remained largely constrained by a lack of conceptual clarity and theoretical precision. This SLR, therefore, examines how IC and ICD have been accounted for, defined, and conceptualised across a broad-ranging literature spaning multiple disciplines. The findings indicate that the key conceptual and philosophical foundations of the intercultural idea are framed around interaction, dialogue, exchange and transformation. The SLR articulates four dimensions as the key constituents of the overall intercultural framework and no significant divergence between them was found between various definitions of IC and ICD. IC provides the conceptual foundations that enable an ICD articulation around intercultural exchange and dialogue across differences. [ABSTRACT FROM AUTHOR]

Telecollaboration involving children around the world allows them to develop international understanding (IU). This paper reports on the design and implementation of a telecollaboration project between Japanese and Australian primary school students. The main purpose of the project, which integrates the contents of Social Studies and foreign language (FL) education, is to promote student interest in learning their own and a foreign language, as well as a foreign culture, using an educational social network site (SNS), in this case Edmodo. This study focused on Japanese students in particular. The exchange of cultural information online became a meaningful and authentic activity for communication in FL. Additionally, the evaluation showed that the Japanese students became more motivated to learn English and initiate IU. A curriculum-based telecollaboration project involving a long-term plan – instead of a one-off activity – is recommended in order to develop young students' IU in FL education. [ABSTRACT FROM AUTHOR]

In this paper, collaborative autoethnography is used to explore the authors' involvement as participants in and facilitator of an academic development programme that took place in the Kurdistan Region of Iraq. Recognising the significant differences in cultural origin between the Iraqi participants and its British facilitator, the authors share their reflections on the programme. Consideration is given to the implications of cultural differences in respect of the authors' expectations and experiences of this educational encounter, with particular emphasis on different approaches to learning and teaching prevailing in collectivist cultures, compared to those that are more individualist. The authors highlight the importance of early relationship-building in cross-cultural educational encounters, emphasising the two-way nature of this particular learning experience and the subsequent impact on their practice as educators. [ABSTRACT FROM AUTHOR]

This paper aims to find out the differences between Northern European and Northeast Asian consumers product packaging designs perception and choice (based on preference). Focusing on two important product packaging visual design elements – color and picture location – effect on attention, emotions and preference-based choice. Data were obtained in two different culture groups, via two different studies, with a methodological contribution by combining three different methods: eye tracking, facial expressions-based emotion measurement and conjoint analysis. Study 1 (n = 57) findings showed that some level of adaptation strategy is needed for the Northern European and Northeast Asian markets. Even if the differences did not reveal in customers' explicit preferences (in study 2, n = 258), they can be revealed in implicit, subconscious processes (emotions, attention), which also indicates the need to use a multimethod approach to fully understand different processes of consumer behavior. [ABSTRACT FROM AUTHOR]

This paper explores students' perceptions of an experimental, cross-cultural entrepreneurial blended learning course. This course, developed jointly by North Carolina State University and Josip Juraj Strossmayer University, Croatia, employed a variety of face-to-face and technology-based approaches to facilitate cross-cultural teaching. The impact of socioeconomic status on participants' satisfaction with the course is also investigated. This study also clarifies that active learning and new roles for teachers and students in a cross-cultural perspective setting are possible between a western setting and east European countries. The study found that teachers need to focus not only on the technical aspects of course delivery, but must also seek to understand students' expectations and perceptions as well as support student learning across the whole course. Instructors, interaction with peers, and overall course design and organization play an important role in student satisfaction. [ABSTRACT FROM AUTHOR]

This paper addresses the cultural geography of the vernacular architecture of the Dai ethnic minority in Dehong Prefecture, located on the border between southern China and Myanmar. The objectives of the study include: exploring the characteristics and distributions of built forms, identifying the hybridization of ideal Dai pattern-built forms in Southeast Asia caused by the influence of the Han Chinese, and discussing the continuity and change of vernacular architecture in a cross-cultural context. The field methods include a physical survey of the cultural geography of Dai living as rice farmers in lowland geographies, a detailed investigation of their houses, and in-depth interviews with local informants about the dynamics of changes under socio-political constraints in China. The findings provide insight and knowledge about the cultural geography of architecture in a cross-cultural context. [ABSTRACT FROM AUTHOR]

Take, for example, the paper Duschinsky et. al. cite as evidence for Bowlby's acceptance of distributive care (Bowlby, [6]). Furthermore, Bowlby argued that maternal caregiving behavior is instinctual (Bowlby [4]; Bowlby, [5]). Third, Duschinsky et. al. accuse me of "partiality" because I describe Margaret Mead's criticism that Bowlby saw maternal care as necessary for a child's healthy emotional development, but did not provide "Bowlby's direct reply to it". I claimed that Bowlby did not answer her criticisms, noting that he 'mentioned Mead only once in a footnote, just to state briefly she had misunderstood him (Bowlby, [5], p. 303). [Extracted from the article]

This paper presents a cross-cultural discussion of three episodes where students' embodied dispositions serve as indicators of, and barriers to, learning. These episodes are drawn from a longitudinal study into school reform in Asia. Framed around a shared understanding of embodiment within practice approaches, and employing a unique method of translation, each author shares their understandings of embodied practices. In the broader field of practice, where practice is always embodied, the authors draw attention to what students do, and how they employ learned capacities and competences. Each author highlights the importance of observing students' embodied dispositions as complimentary to contemporary understandings of student learning as solely cognitive. The implication for teachers as keen observers of students' embodied dispositions is discussed. [ABSTRACT FROM AUTHOR]

In this paper, we explore the 'Preservation/Heritage Values/Management' triptych, and we propose a new method for addressing the values attributed to cultural heritage sites. Combining multidisciplinary and cosmopolitan approaches, we propose a way of moving beyond the traditional lens of assessing significance within the imposed categorical framework of 'aesthetic, historic, scientific, social or spiritual values'. We provide an example of our new approach through a worked case study in the Maloti-Drakensberg Park World Heritage Site (South African section). Our case study concerns the values associated with the world famous San (Bushman) rock art of this mountain area. Through a thematic analysis of data collected in this area from 2009 to 2017, six cross-cultural interest points are identified and are discussed. Building upon the history of values-based heritage management, we argue that our multidisciplinary and cosmopolitan method is transferable and can be applied to heritage sites around the world. It can facilitate the construction of heritage management plans that are more in tune with local actors and that will therefore prove to be more effective and sustainable. [ABSTRACT FROM AUTHOR]

This paper addresses language attitudes towards non-English, mostly non-Western, languages in the phrasebooks published by Lonely Planet for English-speaking travellers to multilingual regions of the Global South. Specifically, this paper examines attitudes towards the languages exemplified in Lonely Planet’s second edition ofAfrica: Phrasebook and Dictionary(2013), second edition ofIndia: Phrasebook and Dictionary(2014), fourth edition ofPidgin: Phrasebook(2015), third edition ofHill Tribes(2008), second edition ofSouth Pacific Phrasebook(2008), and third edition ofSoutheast Asia: Phrasebook and Dictionary(2013). In so doing, this research argues that the phrasebooks describe these languages and their speakers as exotic, monolithic, simplistic, and deterministic; and construct the traveller’s efforts to use these languages as acts of benevolence. [ABSTRACT FROM PUBLISHER]

This paper introduces the questions and approaches of a five-nation cross-cultural study of state-based curriculum-making discussed in this issue ofJCS. The paper reviews the two decade-long interest of many nations in state-based curriculum-making and presents a framework for thinking about state-based curriculum-making as a tool of educational governance. [ABSTRACT FROM AUTHOR]

The aim of this paper is to describe an international project aimed at building a knowledge base between Canada and China and beyond for cross-cultural educational understanding and harmonious relationships. The overall purpose of this work is to move beyond cross-cultural comparison and competition to collaborative reciprocity. Reciprocal learning is the guiding term for the Canada–China Partnership Project. The term is relatively commonplace and its deceptive simplicity veils important research and public discourse consequences. The Partnership Project, though not explicitly comparative in nature, draws heavily on the literature of comparative education, particularly with respect to methodology and understandings of Chinese and Canadian education. We describe four comparative education approaches which we think of as models of reciprocal learning across cultures. In the following remarks, we unpack these ideas of reciprocal learning as they apply to collaborative studies of Chinese and Canadian education. The models are assessed for their potential to generate collaborative teaching and learning situations with associated reciprocal learning. [ABSTRACT FROM AUTHOR]

Nine years of experience teaching economics in the Tajikistan and Kyrgyzstan provides knowledge on the nuances and challenges of teaching economics across cultures. Particular categories and difficulties are presented with some examples of how to address them. Conclusions and findings are used to form general guiding principles for teaching economics in the increasingly diverse US classroom. The principles offered in the paper are valuable to English speakers providing economic teaching and training in post-Soviet nations and, more broadly, to anyone teaching economics across cultures. Finally, suggestions based these principles are offered to encourage all professors of economics to carefully consider language, illustrations, diversity of views regarding economics and the multi-cultural nature of university classrooms to better relate to students and be more effective teachers. [ABSTRACT FROM AUTHOR]

Both the semiotic analysis of texts from traditional cultures and experimental investigation of thinking in these cultures reveal coincidences between the thinking of adults from traditional groups and the thinking of European children. The fact that followers of Piaget equate the thinking of adults in traditional societies with the thinking of European children was recently criticized by M. Cole, but he too did not explain the reason for the coincidence in experimental results and, correspondingly, in thinking.[10] Second, this paper accepts Vygotsky's proposition that the development of verbal thinking involves the continuous advance in the way words are used in thinking to other ways that are qualitatively different (Vygotsky 1956). The functional approach to thinking that we have adopted leads to the conclusion that ontogenesis of thinking in principle cannot lead to the emergence of thinking in scientific, consciously perceived concepts unless the culture has texts that demand this type of thinking and unless the development of children's thinking is guided a certain way. [Extracted from the article]

This paper considers whether an inductive, collaborative information and communication technology-based approach to learning promotional language may help non-native English speakers produce destination material that can be effective in a real-world context. At a Japanese university, tourism communication students collected examples of professional language from the web in a shared database which they subsequently consulted in producing domestic destination websites in English. Text written by students for a destination was compared in a survey to text from an official English website for the destination. The survey measured the reaction of potential tourists in terms of trust in accuracy, expectations of service, and destination interest. Results indicate that the student material engendered stronger overall destination image, based on source credibility, interest in travel to the destination, and higher service expectations. The study considers implications of the results in terms of the effect of writing quality on destination image, and argues for the importance of cross-cultural marketing competence in tourism education. [ABSTRACT FROM AUTHOR]

In the current paper, we present an analysis of a case study in which we have followed Swedish primary teachers who voluntarily began using translated Finnish curriculum materials, i.e. a textbook and teacher guide, in order to reform their mathematics teaching. The multifaceted data, consisting of questionnaires, interviews, protocols from collegial meetings and classroom observations, were gathered during the period 2010–2014. The analysis of the interplay within this cross-cultural setting reveals the special characteristics and the challenges existing in practice. Both the experienced and inexperienced teachers offloaded a great deal of their agency to the materials in order to become familiar with the ideas they mediated. Yet, the lack of a clear rationale behind the organization of the materials, as well as the suggested activities connected to taken-for-granted features of the Finnish teaching tradition, made fruitful interaction problematic. The changes teachers made in their classroom practice were tightly connected to the support offered in the materials, without which the teachers abandoned their new classroom patterns. Based on the results of this study, we suggest a number of general aspects that we regard as important to consider when implementing curriculum materials developed within another cultural-educational context. [ABSTRACT FROM AUTHOR]

Analysing data from an original cross-national survey conducted in 2015 in nine European democracies covering five different types of welfare regime and asking individuals a variety of questions on their deprivation during the crisis, this paper shows that there are important cross-national and cross-class inequalities in deprivation as reported by individuals in different social classes. Cross-nationally, deprivation patterns reflected the welfare regimes of the nine countries as well as the severity of the economic crisis. Working class individuals in countries that were not so deeply affected by the crisis were generally found to be worse off than middle class individuals in countries that were more deeply affected. Semi/unskilled manual classes were found to be the most deprived and class differentials were diminished but not accounted for in multilevel models including a series of controls linked to risk factors and socio-demographic position. At the macro-level, higher inequality as measured by the Gini coefficient was associated with higher levels of reported deprivation. However, cross-level interaction tests did not provide evidence that being in semi/unskilled manual occupations has a further heightened effect on reported deprivation in contexts of higher inequality or lower social spending. [ABSTRACT FROM AUTHOR]

This study used Hofstede's cultural dimensions theory to examine Generation Z investors' socially responsible investment perceptions, utilizing data collected from Taiwan and the United States. Generation Z is the most global and socially empowered generation in history, and whether social responsibility appeals to Generation Z warrants investigation. Of 412 questionnaires collected in the United States, 380 were usable, and of 475 collected in Taiwan, 439 were usable. This study exained four variables, namely nationality, gender, work experience, and share ownership; these variables affected how the participants in this study understood and accepted the concept of socially responsible investment. These results provide interesting insight into Generation Z's pro-social attitudes, Perceived consumer effectiveness and trust. This paper suggests implications for cross-cultural study theory and practice, as well as future research directions. [ABSTRACT FROM AUTHOR]

In this paper, we argue that conversational thinking, a recent formulation in African philosophy, could be an alternative method for intercultural philosophising. We show that the etymology of conversational thinking comes from the Igbo word arumaruka meaning 'constructive engagements amongst stakeholders who are in a relationship of creative struggle'. We contend that philosophers from different philosophic traditions are equal stakeholders in the knowledge enterprise called intercultural philosophy. We explain that in addition to dialogue and polylogue, two influential methods used by intercultural philosophers nowadays, conversational thinking could be a veritable alternative and a contribution from an underrepresented philosophic clime namely, the African philosophy tradition. We discuss the African philosophy roots of conversationalism, highlight the stages of intercultural engagement, and show what the method might look like in application. [ABSTRACT FROM AUTHOR]

Acknowledging the position from which one researches and writes is critical to the integrity of the research. This is true of all research, but more often discussed in relation to cross-cultural research, or research relating to Indigenous Knowledges and experiences. This paper outlines the author's reflections on her position in her research. She has undertaken social science research in education focussing on enhancing the role of learning and teaching around Aboriginal and Torres Strait Islander Australia in Australian primary schools. Her reflections include a series of cumulative, biographically meaningful epiphanic experiences, the impact of colonial education, and her understanding of her relatedness to Indigenous Knowledges and the disciplines of education and social science. The author also examines how these reflections have been integrated into the research design, process and practice. [ABSTRACT FROM AUTHOR]

This paper explores the interplay of control and trust in a cross-national and cross-cultural professional development course. It examines the differing expectations of the overseas high-ranked education officials who were the students and of the course teachers, particularly in terms of: approaches to control of content and of interpersonal interactions; the cultural contexts in which the attitudes were shaped; the effect of the participants' professional roles, particularly of their perceptions of accountability and power; the complex, continuing and yet shifting, interplays of control and trust and the ways these interplays impacted learning within the course. It proposes the concept of operational trust as a way to consider the relationship that developed. While the situation examined is situated within a particular context and reflective of the participants involved and therefore non-iterative, the discussion highlights patterns of interaction and gives rise to tentative theorisations with implications for other cross-cultural or cross-national teacher development projects. [ABSTRACT FROM AUTHOR]

Inter-household private transfers are one of the main informal insurance mechanisms that prevalently implemented in developing countries. Unfortunately, most of the literatures investigates the private transfer motives at static perspectives. Therefore, this paper took advantage to investigate the private transfers motives in Thailand over the past three decades in order to examine any changing patterns of transfer motives. The empirical results from econometric methods indicated that as the economy in Thailand continues to develop, altruism remains dominant for private interhousehold motives in Thailand and persists over time, not only in rural but also urban areas of the country. [ABSTRACT FROM AUTHOR]

Can the capability approach to well-being and development capture the way nature is valued within "Mātauranga Māori" (the philosophies of the indigenous peoples of Aotearoa/New Zealand)? This paper argues that current articulations of the capability approach, despite encouraging and requiring cross-cultural dialogue, are unable to include Māori values as they apply to nature. Māori values express a relationship with nature grounded in the physical and spiritual dimensions of "whakapapa" (genealogy). Such an approach differs markedly from that which values nature in light of human agency (as Amartya Sen's theory does) or dignity (as Martha Nussbaum's theory does). For the purposes of this paper, this difference highlights the need to create space for cross-cultural conversations which open up real opportunities for new ways forward. The capability approach helps to create the space needed for these conversations, but is unable to cover the ground required for their full expression. There is not enough breadth to guarantee a Māori voice within current articulations of the capability approach. There is a need for proponents of the capability approach to think beyond its limits in order to fully engage with those values yet to be fully considered within the capability framework. [ABSTRACT FROM AUTHOR]

This paper engages with the methodology being used within a research project auditing concerns and aspirations in an impoverished Indigenous community in North West Australia. The community is in the heart of booming resource industries and it symbolizes the many challenges and opportunities for contemporary Australia. The paper advances the notion that social scientific research with Indigenous communities can be positioned not just as the result of consultation with the communities but as the authorized product of those communities. Although this adds to the complexity of the governing forces that impact on researchers, it also affords new possibilities for meaningful social change. If research starts with the proposition that social scientific research with Indigenous communities can be about what communities want to know, and finding out what they have to say, we may make more progress than by asking what needs to be done. [ABSTRACT FROM PUBLISHER]

This paper discusses a cross-cultural and collaborative project, in preschools in England and South Korea. The aim of the project is to investigate the pedagogy of outdoor play and learning in two different cultural contexts, from the perspectives of the practitioners. Although there has been a growing academic interest in the use of outdoor spaces for play by children, there is limited scientific evidence of how children may benefit from their outdoor experiences. In particular, pedagogy in relation to outdoor play has not been fully articulated or critiqued in research literature. The project reported in this paper represents a systematic and detailed programme designed to begin to address the current gap in research on outdoor pedagogy. The project adapts the polyvocal methods used by Tobin, Wu, and Davidson [(1989).Preschool in three cultures: Japan, China and United States. London: Yale University Press] and Tobin, Hsueh, and Karasawa [(2009).Preschool in three cultures revisited: China, Japan and the United States. Chicago, IL: University of Chicago Press] in order to elicit practitioners’ perspectives on pedagogy in outdoor environments by sharing and reflecting on a range of visual data, including video and photographic images recorded by practitioners and researchers. The paper will discuss and critique cross-cultural perceptions of outdoor pedagogy in early childhood in relation to interaction, management and safety. [ABSTRACT FROM PUBLISHER]

Intercultural interaction plays an important role in contributing to international students’ learning and wellbeing in the host country. While research on international students’ intercultural interactions reveals multifaceted aspects of personal and social factors, there is a tendency to consider language barrier and cultural differences as individual factors that constrain their interactions with the institutional community. Drawing on 105 interviews with international students in Australian vocational education and training and dual sector institutions, this paper examines international students’ intercultural interactions in host institutions and the factors that act as enablers or inhibitors for intercultural interactions. It highlights the social and structural conditions in creating symbolic capital of elitist Anglo-Australian culture and English language, and social differentiation. This paper offers insights into understanding the legitimacy of such elitism, in hope that future conceptualisation, research and practices of intercultural interactions may locate international students within their cultural diversity. [ABSTRACT FROM PUBLISHER]

The paper spells out implications of a perspective on religious individualisation that is both comparative and analytical and discusses the various issues that this line of research has to confront. Arguing against notions of modern Western exceptionalism, it points to the selectivity of Western forms of (religious) individualisation and makes a case for the inclusion of additional forms of articulating individual agency and ‘selfhood'. The paper takes individualisation as an inter-subjective, social phenomenon and connects it to the concept of social imaginaries. Opposing standard concepts of modernisation the paper nevertheless brings processuality centre stage, emphasising contingency. The paper discusses the possibility of the convergence of contextual developmental trends and the question of transculturality of notions of self and agency. With reference to the dimension of critique included in visions of religious individualisation, the paper finally points to the effects processes of religious individualisation can have on human actors within, and beyond, the realm of spirituality, including the recognition of subjectivities and the strengthening of actors’ resilience. [ABSTRACT FROM PUBLISHER]