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BackgroundDietary acculturation is the process by which diet and dietary practises from the environment of origin are retained or changed and/or those prevalent in a new environment are adopted. Despite rapid population growth the U.S., knowledge gaps exist on characterising dietary acculturation among Asian American, Native Hawaiian, and Pacific Islander communities (AANHPI). This study characterise dietary patterns in a sample representative of AANHPI on key demographic characteristics.MethodsData were from a 2013-2014 population-based case-control study in the San Francisco Bay Area, U.S. Survey items were adapted from dietary acculturation scales developed for AANHPI populations. Validated measures assessed social capital, social standing, discrimination and immigration experiences. A principal components factor analysis was conducted to characterise dietary patterns of acculturation.ResultsThree dietary patterns were identified: "Asian," "Western," and a distinct "Multicultural" factor. Respondents reporting a high-Asian diet tended to also report smaller social networks, higher levels of stress, and, among those born outside of the U.S., an educational standing that was better before immigration. Respondents reporting a high-Western diet tended to also report the highest level of discrimination. Those reporting a high-Multicultural diet tended to report higher neighbourhood collective efficacy.ConclusionsThe finding of a distinct "Multicultural" factor beyond the typical "Asian" and "Western" factors may reflect the multidirectional relationships between culture, diet, and dietary behavior, in which origin and destination cultures interact in complex ways and where foods from multiple ethnicities intermix.

The concept of Thirdspace was employed to explore the interface of Haredi religious perception and contemporary psychological notions, focusing on male Haredi (Jewish ultra-Orthodox) kindergarten teachers' perceptions of self. A two years ethnographic study was conducted, based on interactions with 90 male kindergarten teachers and 13 in-depth interviews in a Haredi Enrichment Centre for kindergarten children in Israel. The findings reveal a local notion of self-construal, including several features of contemporary Western independent self-construal along with Haredi religious perceptions. Together, these encouraged the development of an autonomous individual, capable of independently conducting his life as an adult. Children were perceived as distinct individuals with unique personal attributes whose expression would engender personal success, increase self-esteem, and encourage self-expression – all this in a religious framework that sought to enhance the joy produced by experiencing the religious way of life. This paper additionally discusses limitations and implications for other multicultural educational settings. [ABSTRACT FROM AUTHOR]

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The robust multiculturalism debate and its attendant metaphors have paid little attention to the peculiar realities of managing the inherent cultural diversity in Africa. This paper opens up the existing debate on multiculturalism, and offers an option of the Fruit Salad Juice as the identity produced through the active cultural interactions within a typical African multi-ethnic state. The Fruit Salad Juice alternative specifically applies to the theatrical performances that emanate from these multicultural collaborations. The paper examines Su-dir dance theatre being one of the products of the Let’s Sheathe Our Swords (LSOS) project launched by the Nasarawa State government of Nigeria to facilitate social therapy and cultural integration after a protracted period of inter-ethnic, religious and political crises in the state. Data for this study was collated through the participant observation and interview methods. At various points, I conducted interviews with the administrators, consultants, and artistes of the Nasarawa State Performing Troupe, as well as some members of the Su-Dir audience. Nasarawa state is conceptualized as a fruit salad bowl, and the LSOS theatrical pieces as juice produced thereof. The idea of Fruit Salad Juice is demonstrated in the evidence of inclusivity and state identity found in the compositional elements of the Su-dir dance theatre and other outcomes of the LSOS project. [ABSTRACT FROM AUTHOR]

As teachers, we think that we understand the challenges of educating children and adults when addressing multiculturalism, immigration and racism. But are we getting it right if we do not know the experiences and challenges faced by international students or even know the perspectives of typically white British students learning in an increasingly multicultural education system? We have all at some point felt like an imposter, isolated and insecure but this is a very real, everyday experience for many people who happen to come from a different country or have different coloured skin. We need to challenge our perspectives by thinking outside of the protective box and seeking information from varied and contemporary sources who understand these challenges the most. This is a look at how a refugee centre has inspired a new way of teaching adult nursing students, and how utilising the enormous amount of knowledge in such centres can also be used to give valuable insight and a fresh perspective when it comes to teaching young people in schools, where the challenges of stamping out racism can be tackled early and head‐on. [ABSTRACT FROM AUTHOR]

PurposeMethodsFindings & conclusionsThe aim of the study is to analyse the experiences of 7 students (4 girls and 3 boys) from different continents (Africa, Asia and South America) in Physical Education, in order to know to what extent, they have perceived racism. Their guardians also participated. All the students have experienced their compulsory schooling in Spain.The research is framed under the theory of culturally relevant pedagogy. A qualitative approach is used in which three categories of analysis are established: (a) Perception of social discrimination; (b) Effect on self-esteem and emotional implications; (c) Learning limitations in Physical Education. Interviews with students and focus groups with guardians, where the data collection techniques are/were used.The results show how students have suffered covert racism in the classroom, specifically in Physical Education, observed in a diversity of behaviours and actions linked to the colour of their skin, their accent, their physical features and even their body odour. This, despite their subliminal acceptance of it, has generated frustration, powerlessness and diminished self-esteem, as well as a bad relationship with the subject. Guardians recognize the experience of these forms of discrimination and emphasize that racism still exists in society and in schools, and that there is a lack of mechanisms and procedures to eradicate it. It is essential to continue researching how to approach a teaching of Physical Education that moves away from any type of discrimination, but this article is already a first step in giving a voice to those who suffer from it. [ABSTRACT FROM AUTHOR]

Training in school-based consultation may encompass instruction on various consultation models, aims, and work with various partners. However, it is unclear how trainers currently structure coursework and the extent to which social justice is embedded in class. Therefore, we conducted a systematic replication of Hazel et al. (2010) analyses of consultation training syllabi. We analyzed 63 syllabi from 55 school psychology programs. We found many course instructors grounded training in problem-solving models. Trainers assigned at least one reading or assignment related to multicultural considerations or social justice, but social justice was rarely centered as a training goal. As compared to the Hazel et al. previous findings, we noted more syllabi incorporating topics on teleconsultation and self-reflection, which may be critical to advancing social justice in consultation. Limitations and implications of findings are discussed, including the need to more comprehensively incorporate social justice themes in all aspects of school consultation training. [ABSTRACT FROM AUTHOR]

Multiculturalism and tolerance, as two sets of normative beliefs about how to deal with intergroup diversity, have been recognized as effective at reducing outgroup negativity among majority group members. However, whether majority group members' normative beliefs regarding them might motivate their solidarity‐based collective actions and how their political ideology might qualify this influence remained unclear. To answer these questions, we conducted two pre‐registered experimental studies (N = 626), both zooming in on the multiculturalism issues in the context of the relationships between native Dutch citizens and citizens with a Moroccan background within Dutch university campuses (Study 1) and broader Dutch society (Study 2). In both studies, we found an ingroup norm of tolerance (vs. control) undermined majority group members' engagement in collective actions in support of ethnic minorities. Additionally, ideological leftists were more sensitive to norms than rightists: Study 1 showed a facilitative effect of the multiculturalism norm (vs. control) on solidarity‐based collective action intentions particularly among leftists, whilst Study 2 revealed a dampening effect of the tolerance norm (vs. control) on these intentions particularly among leftists. [ABSTRACT FROM AUTHOR]

Previous studies have emphasized culturally sensitive curricula in the context of enhancing minoritized students' education. We examined the relationship between second-year higher education students' perceptions of the cultural sensitivity of their curriculum and both majoritized and minoritized students' interest in their course. A total of 286 (228 F) students rated the cultural sensitivity of their curriculum on six scales using a revised version of the Culturally Sensitive Curricula Scales (CSCS-R), the perceived quality of their relationships with teachers, and their interest. The CSCS-R widened the construct with two new scales and showed better reliability. Ethnic minority students (n = 99) perceived their curriculum as less culturally sensitive than White students (n = 182), corroborating previous findings. Black students perceived their curriculum as less culturally sensitive than Asian students. There were no significant differences between ethnic minority and White students on interest or perceived quality of relationships with teachers. Five dimensions of cultural sensitivity (Diversity Represented, Positive Depictions, Challenge Power, Inclusive Classroom Interactions, Culturally Sensitive Assessments) and perceived quality of relationships with teachers predicted interest. Ethnicity did not. Ensuring curricula and assessments represent diversity positively, challenge power and are inclusive may support students' interest while reflecting an increasingly diverse society. [ABSTRACT FROM AUTHOR]

This study focuses on the changes that doctoral education has experienced in the last decades and discusses the role of doctoral supervisors. The figure of doctoral supervisor continues to be a subject of much debate; therefore, the aim of this study is to provide a universal, global, and common definition that clearly establishes the roles and functions of doctoral supervisors. Employing a multi-method approach, the study utilized the perspectives of linguistic relativism and prototype theory to understand how linguistic and label diversity may influence the perception and approach to supervisory tasks. We examine a corpus of 55 different labels to refer to "doctoral supervisor." Data was collected from 116 countries, encompassing 47 different languages and 55 distinct labels from Europe, Africa, America, Asia, and Oceania, forming a unique corpus of information. The results reveal a total of 18 functions to be fulfilled by the doctoral supervisor. Additionally, the findings underscore the significance of linguistic influence in conceptualizing the functions associated with the supervisor in various cultural contexts and highlight the necessity for redefining the role of the thesis supervisor. The results hold potential benefits for doctoral schools and supervisors, serving as guidelines for standardizing the functions of the doctoral supervisor. [ABSTRACT FROM AUTHOR]

Due to the novelty of the concept of language teacher immunity, conceptualised as a robust armouring system that helps language teachers cope with threats to their well-being, scant multi-cultural research has been dedicated to the investigation of its correlates. The present study seeks to explore the interplay of immunity, psychological well-being, and work engagement among 1135 English as a foreign language (EFL)teachers from four Asian countries. The data were collected through three questionnaires. The results of structural equation modelling (SEM) analysis indicated that Asian EFL teachers' psychological well-being and work engagement positively influenced their immunity. Additionally, the findings indicated that psychological well-being was a better predictor of teacher immunity than work engagement in Asia. The results, discussed in the light of positive psychology (PP), highlight language teachers' need for working in a psychologically healthy environment to remain committed to their job and immune to its difficulties. [ABSTRACT FROM AUTHOR]

Indigenous communities worldwide face threats to their linguistic and epistemic heritage with the unabated spread of dominant colonial languages and global monocultures, such as English and the neoliberal, imperialistic worldview. There is considerable strain on the relatively few Elders and speakers of Indigenous languages to maintain cultures and languages decimated by centuries of colonialism. One shared and common goal for Indigenous language revitalization initiatives is to reinvigorate intergenerational language transmission in the home, the community and beyond in as many ways as possible. How can technology support this nuanced process and existing initiatives? Following an Indigenous research paradigm, this article explores an immersive, community-led Indigenous language acquisition approach – TEK-nology (traditional ecological knowledge [TEK] and technology) – to support Anishinaabemowin language revitalization and reclamation (ALRR) in the Canadian context. The TEK-nology pilot project identifies (1) the impacts of centring Indigenous worldviews in technology, language learning and teaching; (2) how we can develop and co-create technology-enabled, culturally and environmentally responsive pedagogies and (3) the important implications of decolonizing language education for Indigenous and majority languages. The TEK-nology pilot project demonstrates how community-led, relational technology and immersive Indigenous language acquisition can support ALRR and foster more equitable multicultural and multilingual education practice and policy. [ABSTRACT FROM AUTHOR]

As part of its ambitious Belt and Road initiative, the Chinese government, cognizant of the fact that establishing strong people-to-people bonds locally, regionally, and internationally will be key to the initiative's success and that languages will play a pivotal role in facilitating this, has called for the diversification of language programmes beyond English at the tertiary and pre-tertiary levels. The aim is to boost the plurilingual and pluricultural competence (PPC) of Chinese citizens, who are often already multilingual because of their knowledge of Chinese dialects and minority languages. This article reports on a study involving 248 university students from over 20 provinces in China that explored the interactions between their reported PPC, translingual dispositions, interculturalism, orientations toward cultural differences, and identity-related views. The results revealed that the participants' translingual dispositions entailed engaging in language negotiation practices to a greater extent than in resisting linguistic norms or exploring language. Moreover, the more multilingual the participants were, the more fluidly they reported moving between languages and the greater was their PPC, which was also positively and statistically significantly predicted by their age, ethnic background, acceptance of cultural differences, and views about their personal identity. [ABSTRACT FROM AUTHOR]

Noting an overreliance on North American and European-based understandings of race and ethnicity, many sociologists have called for research in new spaces. But the same conceptual and regional limitations apply to several other studies. One example of this is multiculturalism. Scholars tend to associate multiculturalism with international migration and ethnic pluralism. As such, they typically study multiculturalism in the most ethnically diverse (and often most affluent) countries – that is, in Europe and North America. But international migration does not always result in ethnic pluralism. For example, diasporic return migration often leads to the convergence of internally diverse co-ethnic populations in ethnically homogeneous nation-states. The diasporic 'returnees', who were born outside of their perceived homelands, come through targeted migration policies, face various levels of discrimination, and yet contribute significantly to the economic development and cultural diversity of the countries to which they relocate. As such, this article argues that the multiculturalization of monoethnic nationhood is substantially driven by diasporic return migration. In exploring diasporic multiculturalism, the article draws from data collected in Yerevan, Armenia. [ABSTRACT FROM AUTHOR]

This paper discusses germane questions of English language teaching and learning in a non-elite Chinese university. Informed by Freire's critical pedagogical philosophy, we explore how the English reading classroom in China can provide students with meaningful opportunities to enhance their collective intercultural awareness in multicultural environments. Analysis of fieldnotes and interviews show that dialogue, as a pedagogical tool and a method, can not only guide students to confidently navigate new words and foster communicative competence, but also to read the world and develop open-mindedness and knowledge of the Other. The study moves away from the ideological premise that almost exclusively, frames English language teaching and learning in the country to the development of human resources for the workforce in the global economy. We argue that English language education in China needs to be mobilised pedagogically, hence creating communities of young learners who are more interculturally aware citizens. [ABSTRACT FROM AUTHOR]

The global pandemic has led to an explosion of open learning opportunities for academics to connect, share and develop ideas together. This paper presents a collaborative autoethnographic case study on the educational leadership approaches enacted and experienced in the voluntary Creativity for Learning in Higher Education (#creativeHE) community. The authors reflect, critically analyse and review the leadership of this open peer support community as it is experienced by them using visual metaphors and paired conversations. Insights gained through this inquiry seem to suggest that the leadership within this community is characterised by and experienced as communityship, a highly participatory and democratic way of leading that brings harmony, offers refuge and stretches the leadership team. Their humane and affective bonds as a collective provide a safe and calm working space in which everybody can flourish. [ABSTRACT FROM AUTHOR]

This study reports on the outcomes of internationalising a course on Nutrition for medical students. Two interventions towards internationalised learning experience included: 1) introducing new readings and activities that invited students to consider geographical and cultural factors of dietary recommendations and 2) asking students to suggest an intervention for a hypothetical patient with a nutritional problem through discussing the assigned case in purposefully mixed groups. Changes were made both in the group that predominantly consisted of home students (N = 18) and the group of international students (N = 21). The interventions encouraged an increase in student awareness of the cultural and geographical contexts of nutrition. Students learnt through sharing diverse knowledge and experience and recognised peer learning experience as useful and enjoyable. The innovation achieved more impact in the group of international students than in the group of home students, in which diversity and previous experience from learning in multicultural groups was low. [ABSTRACT FROM AUTHOR]

In this introduction to the special issue on diverse methods for cultural identity, we begin by addressing the evolving complexities of defining oneself amidst modern globalization and immigration. We then preview the current collection of papers, which collectively showcase the complexity of cultural identity by exploring how people, especially adolescents and young adults, navigate a plethora of cultural influences—whether through direct migration or the pervasive impact of global cultures—as they psychologically manage diverse and sometimes conflicting allegiances and worldviews. The studies featured in this issue employ a range of methodologies, from qualitative analyses to mixed-methods approaches, to expand our knowledge of the constitution of contemporary cultural identities beyond common quantitative metrics of self-categorization and group belongingness. For instance, research on Jamaican American adolescents highlights how cultural identity is formed through reciprocal socialization processes and systemic factors such as racism. Similarly, studies involving Hmong American youth and Guatemalan adolescents reveal tensions and creative harmonizations in identity management, challenging notions of a homogenized global culture. We conclude by underscoring the need for future research to take a nuanced, intersectional approach to the study of cultural identity, to explore creative measurement tools that are sensitive to local meaning-making among diverse groups around the world, and to attend to the impact of power dynamics in shaping one's sense of self in relation to their cultural group(s). [ABSTRACT FROM AUTHOR]

The aim of this research is to develop contemporary peace education that can be implemented in the pre-school period to ensure global citizenship. In this study, action research design, one of the qualitative research methods, was used. The study group of this research consisted of five-year-old children who attend a public kindergarten and their parents, classroom teacher, and researcher. The data were collected by means of the peace value attitude questionnaire prepared for parents and classroom teachers, the technology-supported child interview form, the teacher diary form, and the researcher diary form. Research was carried out in three stages: needs analysis, implementation, and evaluation. Educational activities covering peace education were developed, and they were administered to the children for 12 weeks. Within the framework of the results obtained, it was determined that the five-year-old children who made up the study group consciously gained the value of peace, were sensitive to the multicultural structure, and strengthened their communication with their peers. In light of these results, we should develop integrated programs in preschool education, place the value of peace at the center, and provide peace education widely in the preschool period by all stakeholders for global citizenship. [ABSTRACT FROM AUTHOR]

The publication trend regarding multicultural education studies has been increasing in three last decades. Nevertheless, systematic studies providing comprehensive bibliographic and bibliometric review related to this issue has not been performed nor also reported in the electronic journals or conference proceeding. A systematic review combined to bibliometric analysis was used to present global trends and future directions in educational researches related to multicultural education. 284 eligible documents from Scopus database published in 2001-2023 were involved as the data. Results revealed that in the period of 2001--2023, publication trend of multicultural education studies slightly soared while citation trend on the documents regarding multicultural education studies relatively fluctuated. The productive and influential documents, authors, countries, institutions, and sources contributed most to the development of multicultural education studies. Moreover, a lot of authors and institutions in the world jointly worked and also generated research networking in conducting the studies of multicultural education, mainly authors come from United States and educational institutions located in United States. Additionally, at least there are several major emerging themes related to multicultural education studies such as methodology, learning environment, main topic in multicultural education, affective and cognitive domain, participant, and theoretical framework. The future researches related to this topic should develop valid, practical, and effective learning models for multicultural competence referring to culturally responsive transformative teaching approach. [ABSTRACT FROM AUTHOR]

This article discusses variations in the experiences of Dutch identity and belonging to a music‐making group in the Dutch migrant community in Melbourne, Australia. It answers the research question “Which variations of ‘Dutch identity’ are there for the participants and how does music‐making relate to this?”. Feelings of identity and belonging are shaped by federal policies and micro‐interactions. This article builds on the concepts related to migrant identity and ethnomusicology in the context of two distinct federal integration policies: the White Australia policy (which is characterised by an assimilation policy) and multiculturalism. The findings showed that community music has the potential to bridge generational, gender and class differences. Multiculturalism, enabling the participants to meet and sing in Dutch, empowered them to explore their dual identity as Dutch Australians, intersecting with disability, racial differences, age and education level. This study improves our understanding of the impact of diverse emigration and immigration resettlement policies that form part of the complexities of diverse generations and backgrounds of the Dutch‐Australian diaspora. [ABSTRACT FROM AUTHOR]

Research in engineering ethics has assessed the ethical reasoning of students mostly in the US. However, it is not clear that ethical judgements are primarily the result of reasoning or that conclusions based on US samples would be true of global populations. China now graduates and employs more STEM majors than any other country, but the moral cognition and ethics education of Chinese engineers remain understudied. To address this gap, a study examined the relations between ethical reasoning, intuitions and education among engineering students in China. It found that (1) ethical reasoning is positively related to an emphasis on care and fairness and (2) global ethics education results in significantly higher levels of ethical reasoning, as well as a greater concern with fairness and loyalty. The relation between ethical reasoning and intuitions in China is like that of students in the US, but ethics education affects students in China differently. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this article is to identify the current state of knowledge and thematic research trends in the field of cross-cultural management of organizations. Design/methodology/approach: The research method used to achieve the research objective is bibliometric analysis. Data obtained from the Web of Science database were analyzed using the specialized software VOSviewer. To understand the trends in emerging topics, the collected literature was divided into blocks representing three consecutive decades of the 21st century. Findings: The analysis revealed a growing scholarly interest in cross-cultural management, addressing managerial needs and adapting to changing work environments. It also identified core themes consistent across all examined periods and highlighted emerging research topics in recent years. This provides insights into the evolution of cross-cultural management research throughout the 21st century. Research limitations/implications: The limitations of the article primarily concern the bibliometric analysis, for which data were exclusively obtained from the Web of Science database. Additionally, the analysis was narrowed down to 30 keywords, which improved the clarity of the study but limited the depth of the analysis. The research findings highlight the increasing interdisciplinarity of the cross-cultural management topic and thus suggest a direction for future research in this area. Originality/value: This paper provides novel insights into the evolving landscape of crosscultural management research by presenting a comprehensive bibliometric analysis of trends over time. It offers a detailed examination of how researchers' focus has shifted, highlighting both enduring core themes and emerging topics within the field. [ABSTRACT FROM AUTHOR]

Liberalism advances democratic rights and representation through three principles. First, it seeks to protect individuals from abusive state power. Second, it shares an affinity with the epistemology of the Enlightenment, where an objective world can be discovered and observed. Third, it limits "tyranny of the majority" through civil liberties that counter the weight of public opinion and political rights that enable political competition of ideas. Rapidly evolving demands for recognition in the United States have advanced a broad critique of liberalism, highlighting the boundaries it imposes on representation as well as its limited success protecting rights. This essay traces disenchantment with liberalism to two very different sources: first, many progressives who resent how the jurisprudence of equal opportunity obscures efforts to achieve actual equality reject "anonymity" under the law-removing a core civil rights principle for promoting fairness. Such demands for more explicit rights and representation conflict with the majoritarian model's application of liberalism, which biases cultural assimilation over multicultural integration. Movements for recognition increasingly challenge both assimilation and the institutional devices of multicultural integration. The other source of tension around recognition comes from the right, where populists have set out to revive nativist ideas of coerced assimilation or outright homogenization through exclusion (ie, nonrecognition). Such failures of representation have promoted subjectivist views as a credential for contesting facts. The paper argues for "pluralist solidarity" as a tool for reconciling multiculturalism with new rights and demands for recognition emanating from liberalism's traditions of individual liberty. This device aims to help separate the quest for recognition and dignity from the subjectivity that contributes to post-truth politics. [ABSTRACT FROM AUTHOR]

Can we celebrate multiculturalism through teachers' training in a heterogeneous and diverse setting such as Israeli society? The current study examines teachers' processes through an online teachers' professional development program and an interactive activity, where 68 Israeli teachers shared their cultural stories with teachers from other cultures. Findings indicate that the teachers who met with teachers from other cultures, whom they usually do not meet, wanted to learn about each other's culture, including their religious values, practices, and traditions while looking for commonalities. Furthermore, such intercultural meetings can occur online if the activities are designed to foster meaningful meetings and discussions between different cultures despite the social rifts and the separation within the education system. [ABSTRACT FROM AUTHOR]

The infrastructures of urban Indigenous life are marked by a type of dissonance that constantly confronts settler narratives of who and how Indigenous peoples are. The myriad violences that mark colonial power order urban Indigenous life within an unbearable nexus of assimilation, terror, and dispossession. Such violence places considerable demands on Indigenous peoples' social and material worlds, such that the pressures to visualize, embody, and narrate Indigeneity in the service of a multicultural state are unending. In this article, I outline the politics of emotionality as both threatening to the settler state and a fissure that reveals a desiring for another world. I examine the fixation on the bickering in community meetings at the only urban Indian center in Philadelphia during the 1970s and 1980s to take stock of the ways negative affect is a signal of Indigenous refusals of settler values and marks the city as a zone of affective struggle. The contracts into which Indigenous peoples enter as forms of material survival get leveraged by the state, which demands Indigenous people relinquish sovereignty over their bodies. In the process, the state continues its primary mission to destabilize Indigenous community development and deny the possibilities of futurity. Yet, as Indigenous people push against settler-colonial regulations, the outbursts generated from bickering are affects at the point of refusal of the settler state to determine the totality of Indigenous life. Thus, negative affect, while tense, can generate community by offering an opportunity to reconfigure the terms of social life according to multitribal dialogue as a move toward reclaiming the future. [ABSTRACT FROM AUTHOR]

In the midst of the rising issues of intolerance and radicalism occurring in various regions of Indonesia, Balun Village in Turi District, Lamongan Regency, stands out as one of the cities with a high tolerance index in East Java. This village is even known as the Pancasila Village due to the strong interfaith tolerance. The focus of this research is to examine the patterns of social interaction among different religious communities in building harmony and peaceful coexistence within the multicultural society of Balun Village, Lamongan Regency. It also aims to capture the portrait of religious moderation based on local wisdom in Balun Village to maintain interfaith harmony. The research uses qualitative fieldwork methods to clearly depict the social interactions between religious groups in fostering harmony at the research location. The approach used in this study is phenomenology to empirically understand how the residents of Balun Village, Lamongan Regency, perceive, express, and practice religious moderation based on local wisdom to maintain interfaith harmony. Data for this study were collected using two techniques: interviews and observations. Data analysis is conducted using the analytical methods of Miles, Huberman, and Saldana (2014), which include three steps: data condensation, data display, and conclusion drawing and verification. Social interactions between Muslims and non-Muslims in Balun Village, Lamongan Regency, are characterized by associative processes such as cooperation, accommodation, and acculturation. The empirical portrait of how the residents of Balun Village understand, express, and practice religious moderation based on local wisdom includes various activities such as wedding celebrations (kenduri), death rituals, communal work, arts performances, Nyadran rituals, Tunduan, and mutual cooperation in religious rituals and major religious holidays. [ABSTRACT FROM AUTHOR]

Taking the debate about cultural appropriation as a starting point, this article explores the relationship different members of the South Asian Australian diaspora have to the Australian multicultural project. Specifically, this article employs an archive of interviews from 2018 with second-generation South Asian Australian women and their (first-generation) mothers and/or grandmothers and explores how they feel about the cultural appropriation of South Asian cultural artefacts (hereafter, 'Indo chic'). These interviews revealed that first-generation respondents were generally uncritical of Indo chic and perceived non-South Asian Australians consuming South Asian cultural artefacts as a sign of positive cross-cultural exchange that is emblematic of Australian multiculturalism. The second-generation respondents, however, felt threatened by Indo chic and felt appropriation was a racist microaggression that served to reiterate their racial difference (and inferiority) in a white settler society. The generational difference in sentiment reveals a productive fissure within migrant Australian communities to interrogate our feelings about being and feeling 'Australian'. This article argues that conversations and debates about 'Indo chic' within South Asian Australian diasporas reveal the contours of what it is like to be a South Asian woman in contemporary multicultural Australia while also revealing flaws in the Australian multicultural project. In this article, I employ an affective analysis of their responses, drawing on Lauren Berlant's idea of 'cruel optimism' and Sara Ahmed's conceptions of love and the nation to fully explore the complicated somatics 'Indo chic' debates reveal for my respondents. [ABSTRACT FROM AUTHOR]

This essay is based on a case study of international medical graduates (IMGs) in Canada who migrated from sub-Saharan Africa. The chapter examines how narratives of race are situated and deployed in the field of medicine and can produce some aversive social–psychological landscapes in the credentialing and the professional-entry process as it relates to persons of African descent. It will show that, often without predetermination or intent, professionals of African descent in Canada are highly susceptible to implicit racial associations and implicit racial stereotyping in relation to evaluations of character, credentials, and culture. The article exposes some of the critical intersections of common experience, such as: (a) cultural deficit bias—Whiteness as an institutionalized cultural capital attribute; (b) confirmation bias—reaching a negative conclusion and working backwards to find evidence to support it; (c) repurposed sub-Saharan Blackness stereotypes—binary forms of techno-scamming and fraud; and (d) biased deception judgement—where the accuracy of deception judgements deteriorates when made across cultures. These social psychological phenomena result in significantly disproportionate returns on their foreign education and labour market experience for Black medical professionals that require decisive efforts in changing the narratives. [ABSTRACT FROM AUTHOR]

The aim of this article is to seek an answer to the following question: Do religion teachers have the opportunity to learn and develop skills in the areas necessary to support refugees from Ukraine? If so, how should this be done? To address the issue, the problem of intercultural relations was first presented in a synthetic manner, based on the perspective of the socio-political conditions that underpinned educational initiatives for the development of intercultural competence by teachers of religion. An attempt was then made to define basic concepts such as multiculturalism, interculturalism, intercultural competence and intercultural competence, as directly related to teachers of religion. The next stage of the research directly referenced practice by defining the necessary forms and specific actions in developing the intercultural competence of teachers of religion. A descriptive method, one of the qualitative methods, was applied to answer the questions posed. This method was used to assess the state of intercultural competence of religion teachers in a Polish school. [ABSTRACT FROM AUTHOR]

The article considers the designs and institutional frameworks of ethnic and linguistic diversity policies in Northern Eurasia by comparing Russia, Kazakhstan, and Ukraine. The authors focus on the modes of framing diversity, formal institutional settings, and the practices of government. The research questions concern the meaning and the origins of common policy patterns and institutional features. The authors interpret the commonality and resilience as the outcomes of institutional inertia and a flexibility of policy patterns that secures their acceptance by different segments of the elites and populations across ethnic divides. [ABSTRACT FROM AUTHOR]

A growing body of Afropolitan literary and theoretical writing privileges urban migratory crossings that highlight the fluidity of borders, bodies, and identities in contemporary times. Focusing on cosmopolitan ethics and cultural hybridity, these writings contemplate Africa and Africans from the points of view of the world and of their multitudinous racial embeddedness. Yet, while Afropolitanism may usefully complicate the place of Africa(ns) in the world today, it also consistently ignores the precarity of African migrants on whose bodies globalization stages its racist and ultranationalist agenda. Drawing on Gbenga Adeoba's Exodus, Safia Elhillo's The January Children, Amatoritsero Ede's Globetrotter and Hitler's Children, and Niyi Osundare's City Without People: Katrina Poems, this article turns to the poetic representations of these migrants' experiences and their location within a broader history of the abjection of black bodies. Precisely, the article presents a race-centred critique of Afropolitanism to argue that its central focus on multiculturalism, hybridity, and global flows overlaps with the fantastical, mythical discourses of postraciality, colour blindness, and neoliberal individualism. [ABSTRACT FROM AUTHOR]

This paper examines the relationship between the concepts of humility and competition in Confucianism and Daoism, and discusses their relevance to contemporary education. It argues that while both philosophical traditions value humility and caution against excessive competition, they do not outrightly reject competition; instead, they advocate for a harmonious balance between humility and competition through yielding (rang) and showing reverence (gong) or acting through non-action (wei-wu-wei) to resolve conflicts and promote healthy competition. The insights gleaned from this exploration carry significant implications for the moral development and mental well-being of students, particularly in the context of high-stakes testing cultures in China and other countries. They also offer valuable support in nurturing students' qualities such as openness to learning, humble leadership, and appreciation of diversity and multiculturalism essential for success in a diverse and interconnected world. [ABSTRACT FROM AUTHOR]

We are currently witnessing a turn to racism and anti-racism in Latin America. The recognition of racism is not new, but the attention and challenge to racism, in such an orchestrated way, is. What are the signals of such turn to racism and anti-racism? What are the overall lessons for Latin America and from Latin America to global antiracist efforts? This introduction looks at the arguments of the articles in this special issue to highlight how issues of racial visibility, naming racism, racial data, legal rights and recognition, entrepreneurship, mestizo identity, the possibilities of alliances, racially-aware struggles against class (and gendered) oppression, are key to understanding this turn. While we do not claim that these articles cover the full extent of this turn in Latin America, we suggest that analysing how this turn appears in Latin American opens useful ways of thinking about anti-racism more widely. [ABSTRACT FROM AUTHOR]

This research bibliography lists some of the hallmark works in the field of Cultural Linguistics and has an exclusive thematic focus on cultural‐linguistic approaches to world Englishes. Therefore, other important and congenial works that have been published under the umbrella of, for example, Conceptual Metaphor Theory (CMT) or deal with langauges other than English are excluded but can be found in the respective references of the individual contributions of this special issue. The research bibliography offers reference works for research strands of the world Englishes framework, such as English language teaching and language use in multicultural and multilingual contexts, as well as language use in the public space. Furthermore, with a collection of publications ranging from the 1980s to most recent state‐of‐the‐art works from the year 2024, the authors identify trends and topical developments in the synthesized research of Cultural Linguistics and world Englishes and offer an outlook on new frontiers in this realm. [ABSTRACT FROM AUTHOR]

The United Kingdom's response to growing multiculturalism is subject to debate over how to respond, accommodate, and promote cultural diversity. This impacts on the role of educational psychologists (EPs) who work with children and young people (CYP), their families, and professionals from a variety of cultural backgrounds. EPs are responsible for engaging in, and developing, culturally responsive practice (CRP), an ongoing process which is both intrapersonal and interpersonal. Despite the pertinent influence of culture on educational psychology practice, there is a paucity of research exploring how EPs take culture into account in their work. A two-round Delphi method was used to explore how EPs can develop CRP, by reviewing literature pertaining to culture within school psychology practice, and more broadly within the psychological professions. A deductive thematic analysis was used to identify statements associated with CRP which were presented to EPs (n = 23) in round one, asking them to rate their perceived importance for their practice. In round two, EPs were invited to evaluate their response to statements which had not met consensus in round one (n = 18). 82 statements met consensus as key features of CRP for EPs, which are presented within a guiding self-reflective framework for practice. [ABSTRACT FROM AUTHOR]

Intercultural competence refers to people's ability to understand and respect each other across all types of cultural barriers, and racial literacy stands out as a fundamental component of this competency. Particularly, in Korea, which has recently rapidly become a multicultural society, understanding diversity and cultivating racial literacy are important competencies. To achieve this goal, the teacher's role is important in developing and operating English classes using various teaching materials. This study introduces the development and application of an innovative online intercultural exchange programme conducted in a middle school using multiple technology resources. Going beyond dealing with superficial textbook coverage of multiculturalism, this programme encourages students to reflect on their own prejudices and share cultural experiences through engaging in technology-based open discussions and critical thinking about sensitive issues. In this paper, we first introduce the online intercultural exchange programme and teaching materials that we designed and operated for one semester and then carefully examine each class activity aimed at improving students' intercultural competence and racial literacy. Finally, we report the presiding teacher's reflections on the impact of this programme on the students in the class and suggest points for further discussion. [ABSTRACT FROM AUTHOR]

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Copyright of Bolu Abant Izzet Baysal University Journal of Faculty of Education / Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi is the property of Bolu Abant Izzet Baysal University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Multiculturalism is increasingly present in schools, especially in Melilla (Spain), where cultural diversity is one of its defining features due to its geographical location on the border between Africa and Europe. In the light of the importance of educational leaders in dealing with this diversity, this research proposes two main objectives. First, to analyze initial and ongoing training in terms of interculturality, skills, and knowledge that an educational leader must have in their position, and second, to determine the impact of COVID-19 on school management in education centers. We used a qualitative methodology with semi-structured face-to-face interviews to collect data, and content analysis as a data analysis method. The participants (school leaders) represent the six districts that comprise the city of Melilla, nine infant and primary education and six secondary education school leaders. The results reveal that the training received by educational leaders is rather limited and not very useful in practice. Moreover, the COVID-19 pandemic has increased the inequality gap between families from the schools, given that the situation exacerbated their economic status. [ABSTRACT FROM AUTHOR]

Globalization has been a transformative force in the world, shaping the way countries interact with one another and impacting a wide range of economic, political, and social factors (Akcaoğlu & Arsal, 2022). In this context, promoting understanding of diversity and inclusion among students is essential which can be effectively cultivated through learning materials. Raising students' awareness of the diverse range of cultures, perspectives, and experiences that exist within the world should be a concern for teachers. Therefore, this study explores the representation of race in four EFL coursebooks prepared for secondary school grades (5- 8) published by the Turkish Ministry of National Education. In a qualitative descriptive research design, document analysis was used to analyze the images and written texts. The results revealed that in all four books the target language countries, European nationalities, and white race were predominantly referred to and portrayed. The most diverse coursebook was the 5th grade one in terms of racial representation whereas the 6th grade coursebook was found to include references to only Türkiye. The study suggests revising the coursebooks to promote diversity and inclusivity can be an effective way to cultivate intercultural competence, foster greater empathy and understanding among students, and create more equitable and inclusive learning environments. [ABSTRACT FROM AUTHOR]

Recent demographic changes in the United States have shown that we live in a multicultural society. However, for some reason, colleges and universities are still floundering in mediocrity when it comes to multiculturalism. What we see in higher education is multiculturalism that is fraudulent and unaccountable and the fact that individuals from culturally and linguistically diverse (CLD) and vulnerable backgrounds consistently endure White supremacy, racism, discrimination, and xenophobia, to say the least. In addition, we consistently see that proactive and measurable efforts are not made in the recruitment, retention, graduation, continuation, tenure, and promotion of students, faculty, staff, and leaders from CLD, immigrant, and vulnerable backgrounds. While there are well-written and documented policies, mission and vision statements, and goals and objectives in institutions of higher learning, there appears to be deficits in applicability and accountability measures of equity, diversity, quality, goodness, and fairness. Most strategies seem to be feel-good, look-good, fake, bandaid, and fraudulent approaches that are divorced from realities. How do we reverse these moves while respecting the traditional roles of higher education? This article responds to this critical question. [ABSTRACT FROM AUTHOR]

This article examines major themes in 24 contemporary Canadian picture books to identify their potential to support children who are newcomers to Canada. Transition to a new country can be challenging for children and picture books are an effective tool for supporting their cultural and often linguistic transition. Through multimodal content analysis, the authors identify major themes that emerge from the visual and textual data in the books. Analysis identified prevailing themes related to family, food, multiculturalism, and geographic information. Each theme offers valuable insights into the diverse perspectives represented in the texts, providing a foundation for meaningful pedagogical applications for immigrant and newcomer children. [ABSTRACT FROM AUTHOR]