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Redistribution and shifting habitat envelopes are impacting organisms across many taxa, which in turn are impacting Indigenous ways of life. In Arctic Alaska, Pacific salmon are known to have occurred for at least a century, but in recent years appear to be increasingly common. With the goal of holistically understanding and describing these changes in a way that equitably considers Indigenous, local, and western knowledge, we share our experience and methodologies in facilitating the Arctic Alaska Salmon Workshop. We share our perspective, approach, and methods as fisheries natural scientists convening this workshop, which included community-based knowledge holders from the Iñupiat communities of Kotzebue, Point Hope, Utqiaġvik, and Kaktovik, and western scientists and researchers from universities, fishery management agencies, and local community government. After briefly discussing some of the workshop highlights, we conclude with four key takeaways: (1) that the process of co-production of knowledge is an ideal towards, which we must strive, but acknowledge we may rarely, if ever, fully achieve, (2) pursuit of the “good science” should guide our work, (3) examination and assessment of assumptions should occur early and often, and (4) Anglanikina! Make sure you have a good time, (Yup'ik).

En este trabajo exploramos las fronteras de la integración de la competencia intercultural en la enseñanza de E/LE, partiendo de la oposición que se establece entre esta y los enfoques de contraste de culturas o cross-cultural. Para ello, primero se realiza un recorrido por la evolución teórica del propio concepto para, a continuación, analizar la presencia de dicha competencia en los documentos de referencia para la enseñanza del español: el Marco Común Europeo de Referencia para las Lenguas, el Plan Curricular para la Enseñanza del Español y el Marco de Referencia para los Enfoques Plurales de las Lenguas y las Culturas. Finalmente, el estudio desemboca en una propuesta cuyo objetivo es dar respuesta al contenido, al enfoque y a los materiales que deben formar parte de una didáctica realmente intercultural y que supere los límites del panhispanismo.

Diversity in the context of curriculum planning (students' social, cultural, political affiliation and economic, does not only have a direct influence to teachers' ability in carrying out the curriculum, but also school capacity to provide learning experience for the learners, as well as students' ability to achieve optimum results. In practice, however, curriculum planners often neglect this diversity. Teachers with their authorized capacity feel 'safe' to be non-active in which they are not supposed to accommodate those diversities. Neither they are to be involved in determining the philosophical views, theories, vision, documentary development, socialization and curriculum implementation, nor to work on standardized regulations that have been nationally and universally stated. This paper is aimed at sharing the information dealing with appropriate approach that has to be done to accommodate the diversity of social, cultural, political affiliation and economic with the standard national curriculum toward the accomplishment of new curriculum in Vocational Bina Nusantara Mandiri School Pariaman. Data were collected through field survey, observation, and interview with teachers as well as school community who contributed to curriculum development. [ABSTRACT FROM AUTHOR]

Scientific expertise and outcomes often give rise to controversy. An educational response that equips students to take part in such discussions is the teaching of socially acute questions (SAQs). With SAQs, the understanding of uncertainty, risk and how knowledge is developed is central. This study explores the way in which students from different disciplines and different continents are brought together via a digital platform to explore SAQs about environmental issues (a green algae outbreak linked to release of fertilisers along the coast of Brittany; the construction of a desalination plant near Melbourne to produce freshwater; and changes in meat consumption on a global scale, with regard to population projections in 2050). We have developed frameworks for looking at the quality of the collective reasoning and at the nature of students’ interactions, so that we can analyse the organisation of the learning communities and the building of collegial expertise. The results show that interdisciplinary discussions, especially on an international scale, foster the understanding of complex situations. In this paper, we discuss the modalities of one didactic scenario to enhance critical thinking and collaborative work, and to provide space for learners to support argumentation. [ABSTRACT FROM PUBLISHER]

The article presents a study on the cross-cultural approaches in protecting the immigrant groups affected by the H-2A agriculture guest worker program in the U.S. The study explores how the Congress may allocate funds for communities to collaborate to address problems facing the groups. It suggests that the approach used by the government does not protect the rights of immigrants. It also recommends the need to employ a group advocacy model to improve its role with respect to H-2A workers.

The strengths model assists service users and mental health practitioners to identify individual and environmental strengths and to secure resources to facilitate integration into the community and improve quality of life. Interventions are based on goals determined by the person with the mental illness and include support in accessing resources required to achieve goals. Aim: The study aimed to explore the use of the strengths model as a recovery intervention with Chinese people with mental illness in New Zealand. Method: This study was a qualitative study using individual interviews and focus groups to explore the views of Chinese service users, significant others, and health practitioners who have experience in using the strengths model. Analysis: Data were analyzed using a general inductive approach to identify key themes relevant to the research objectives. Results: The focus on personal and collective strengths and pragmatic approach adopted by the strengths model were regarded by participants as distinctive features of the model. On the whole, the service user participants regarded the strengths model as helpful in assisting their settlement and integration into the host society. Practitioners were confronted by the following three challenges in applying the model with Chinese migrants: passive role played by service users, difficulties in understanding the concept of strengths, and service users with complex needs. Conclusion: The Chinese migrant population is a growing community in most English-speaking countries. To provide culturally responsive strengths-based mental health services to Chinese migrants, it is critical for a number of factors to be taken into account, including language barriers and settlement issues, the Chinese cultural values of working with the family, and assessment and training tools that need to be translated from English to Chinese. It is important to measure the effectiveness of applying strengths-model interventions with Chinese users, particularly in comparison with conventional practice of case management. [ABSTRACT FROM AUTHOR]

Clinicians and researchers emphasize the importance of recognizing differential cross-cultural definitions of child maltreatment, cautioning awareness that some ethnic groups may use harsher methods to discipline their children. Using a mixed-method research approach, based on questionnaire and focus group data, 29 parents of South Asian descent provided input on their attitudes toward child discipline, maltreatment, and neglect. Study findings suggest that South Asian parents do not differ significantly from other populations in their judgment of appropriate parenting approaches; that is, persistent and excessive use of physical discipline was considered to be inappropriate, behaviors of parents that may have negative emotional consequences for children were recognized as inappropriate, and lack of proper supervision of children was seen as a concern. Notably, though, participants voiced their reluctance to contact child protective services should they encounter families struggling with abuse. Implications for practice and directions for future research are suggested. [ABSTRACT FROM AUTHOR]