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Within the dynamic landscape of international entrepreneurship and startup ecosystems, it is crucial to understand the factors that influence the ability of innovative startups' in raising funds. This paper investigates the interplay between cultural characteristics, interculturality, and startup early-stage fundraising outcomes. The study leverages a dataset comprising 104 European innovative startups in pre-seed and seed stages sourced from Crunchbase. Employing a regression model, the authors establish a significant link between the value of equity raised, the number of investors, and cultural proxies within startup environments. Specifically, the focus lies on the cultural traits of startup founders, which significantly impact investment decisions. Findings reveal a strong correlation between a startup's funding success and the support of investors, and this correlation is amplified when founders exhibit specific intercultural traits and draw from prior work experiences. These insights have far-reaching implications for researchers, practitioners, and policymakers seeking to unravel the intricacies of fundraising in an intercultural context. The paper uniquely examines how cultural factors shape the fundraising journey across short-term and long-term perspectives. By delving into the intercultural characteristics of founders, it sheds light on the decision-making processes of investors. It also offers important insights for startuppers, particularly in their strategic approach to fundraising. Ultimately, this research rejuvenates our understanding of international entrepreneurship and the global startup ecosystem. [ABSTRACT FROM AUTHOR]

Recently, the widespread use of information and communication technologies (ICTs) as well as Web 2.0 tools has brought about a paradigm shift in the teaching/learning process from teacher-centeredness into learner-centeredness in which EFL learners are able to cultivate their own intercultural communicative competence (ICC). These mobile devices provide a virtual space that can act as a catalyst to facilitate communication, exchanging messages, sharing knowledge, and interacting with others regardless of geographical boundaries. Stated differently, online platforms, such as Facebook, WhatsApp, and Twitter enable EFL students to communicate and interact with otherness from divergent linguistic and cultural backgrounds with just a couple of mouseclicks, thereby bolstering their intercultural communication. To this end, a plethora of studies attempted to investigate the effectiveness of online world in cultivating EFL learners' ICC. Accordingly, the paper at hand endeavored to discuss the effect of social media on ICC by reviewing the most relevant literature. [ABSTRACT FROM AUTHOR]

Virtual Learning Environments have become innovative tools in health professionals education. Through Massive Open Online Courses, they enable different ways of connecting with knowledge, facilitating study autonomy, interaction, and closer alignment with professional practices and the context of course participants. MOOCs comprise an educational strategy for many fields, including health. As they educate health professionals about a variety of practices, MOOCs play a crucial role in interculturality by enabling professionals to approach cultural diversity in work settings. This study provides a review of the literature investigating the element of interculturality in the production of healthcare-related MOOCs intended for a variety of audiences, including practicing healthcare professionals, healthcare professional trainees, and the general public. Based on a systematic review protocol, we searched for peer-reviewed studies published between 2016 and 2023 in Science Direct, PubMed, ERIC, and Scopus. Fifteen studies were selected for final analysis, which highlighted MOOC development, its underlying processes, and its importance in promoting health and social well-being. MOOCs have (1) provided new approaches to technology-mediated learning in distance health education, (2) aided training, (3) disseminated knowledge, and (4) promoted interculturality. Continuous collaboration and innovation in MOOC development are essential to ensure their effectiveness and relevance in the contemporary educational scenario. [ABSTRACT FROM AUTHOR]

Critical discourses in intercultural communication (IC) scholarship continue to foreground the postcolonial malaise of Southern spaces. Intercultural communication education (ICE) may encounter some pedagogical challenges in its endeavour to reflect the complexity and depth of the discipline and its recent critical turn. This paper seeks to unravel the transformations and the emerging discourses accompanying the 'critical turn' in ICE. The rationale is (a) to engage more deeply with the realisations of this critical turn against a background of unequal power relations and its implications and contextualisations within the Global South and (b) to clarify the possibilities of ICE in disrupting ideological polarities and promoting social justice. The aims are, therefore, (a) to probe into the interrogating and resisting potentials of ICE in the periphery and (b) to discuss the complexities associated with teaching IC from a critical perspective in contexts situated within the lower spectrum of power asymmetries. [ABSTRACT FROM AUTHOR]

How do the relationships between the concept of being indigenous and the processes of ethnoeducation manifest in southwestern Colombia? This ethnographic study explores the complexities of constructing ethnic identity among the indigenous peoples of Nariño, focusing on the implementation of educational programs driven by a population perspective. By questioning the foundations of ethnoeducation from the late 20th century to the early 21st century, we establish a dialogue among various institutional agents within the broader framework of ethnic-based social organization. We also examine the historical relationships, institutional archaisms, and contemporary challenges faced by ethnic educational processes in Nariño. We conclude with insights into the construction of ethnic identity and its implications for the social order governing the interactions between community members and government representatives. We conceptualize the relationship between the State, school, and ethnic identity as a fundamental part of Colombia’s modern project, which has been in development since the republican era. The institutional framework has fluctuated between protectionist, paternalistic, and cultural assimilation policies. However, the current threats to the physical and cultural survival of ancestral peoples must be addressed through the State’s institutional mechanisms and governance technologies. These mechanisms are designed to tackle the challenges of interculturality within a complex and often contradictory framework of relationships. [ABSTRACT FROM AUTHOR]

The adoption of the Common European Framework of References (CEFR) in the national educational blueprint has changed the overall landscape of English language education in Malaysia. After the alignment of the national English language curriculum in 2017, all locally published English language textbooks were taken over by imported ones, resulting in huge debates among the stakeholders in the country. This study examined teachers' evaluations of two essential elements of a CEFRaligned English language textbook--authenticity and intercultural competence--by adopting a mixed-method approach using a survey of 450 respondents and semi-structured interviews with 10 participants. Taking the Super Minds textbook as a subject, teacher participants rated the two elements as "moderate," where they found that the imported textbook hardly accommodates learners from lower socioeconomic status. The absence of local cultural representations could worsen the learning process as teachers have to adapt almost all contents in the textbook to meet their learners' profiles. [ABSTRACT FROM AUTHOR]

From a critical and decolonial perspective, a comparative analysis is made of the intercultural and inclusive education policies implemented in Mexico and Brazil during the 20th century and the first two decades of the 21st century. We observe the tendency to generate integrationist, ethnocidal, linguistic and epistemicidal educational policies, programmes and actions, generated from modern-colonial Eurocentric approaches aimed at the political, sociocultural and linguistic homogenisation of the national population. These contrast with the initiatives generated by indigenous and Afro-descendant peoples, organisations and movements which, from counter-hegemonic conceptions, are aimed at promoting autonomy and the valuation of their own ontologies, epistemologies and educations. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal 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.)

This article proposes an intercultural analysis of gesture and timbre in Fujikura Dai's neo for solo shamisen (2014). I analyze neo through the concept of te, a term used by shamisen players to refer to 1) recurring melodic patterns; and 2) their characteristic fingerings, hand positions, and performance techniques. My analysis of neo highlights how a performer's use of te can shape the form of a piece. Through aural and visual analysis of performances by shamisen player Honjoh Hidejirō, I demonstrate how the form of neo unfolds through changes in te. Weaving together the embodied knowledge of shamisen players, Japanese and U.S./Canadian theories of fretboard topography, and performance analysis, my consideration of te serves as an intercultural mode of analysis that reflects Fujikura's and Honjoh's backgrounds in Western art music, shamisen performance, and rock. [ABSTRACT FROM AUTHOR]

Copyright of Humanitas: International Journal of Social Sciences / Uluslararasi Sosyal Bilimler Dergisi is the property of Humanitas: International Journal of Social Sciences 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]

Virtual Learning Environments have become innovative tools in health professionals education. Through Massive Open Online Courses, they enable different ways of connecting with knowledge, facilitating study autonomy, interaction, and closer alignment with professional practices and the context of course participants. MOOCs comprise an educational strategy for many fields, including health. As they educate health professionals about a variety of practices, MOOCs play a crucial role in interculturality by enabling professionals to approach cultural diversity in work settings. This study provides a review of the literature investigating the element of interculturality in the production of healthcare-related MOOCs intended for a variety of audiences, including practicing healthcare professionals, healthcare professional trainees, and the general public. Based on a systematic review protocol, we searched for peer-reviewed studies published between 2016 and 2023 in Science Direct, PubMed, ERIC, and Scopus. Fifteen studies were selected for final analysis, which highlighted MOOC development, its underlying processes, and its importance in promoting health and social well-being. MOOCs have (1) provided new approaches to technology-mediated learning in distance health education, (2) aided training, (3) disseminated knowledge, and (4) promoted interculturality. Continuous collaboration and innovation in MOOC development are essential to ensure their effectiveness and relevance in the contemporary educational scenario.

How do the relationships between the concept of being indigenous and the processes of ethnoeducation manifest in southwestern Colombia? This ethnographic study explores the complexities of constructing ethnic identity among the indigenous peoples of Nariño, focusing on the implementation of educational programs driven by a population perspective. By questioning the foundations of ethnoeducation from the late 20th century to the early 21st century, we establish a dialogue among various institutional agents within the broader framework of ethnic-based social organization. We also examine the historical relationships, institutional archaisms, and contemporary challenges faced by ethnic educational processes in Nariño. We conclude with insights into the construction of ethnic identity and its implications for the social order governing the interactions between community members and government representatives. We conceptualize the relationship between the State, school, and ethnic identity as a fundamental part of Colombia’s modern project, which has been in development since the republican era. The institutional framework has fluctuated between protectionist, paternalistic, and cultural assimilation policies. However, the current threats to the physical and cultural survival of ancestral peoples must be addressed through the State’s institutional mechanisms and governance technologies. These mechanisms are designed to tackle the challenges of interculturality within a complex and often contradictory framework of relationships.

The cultural diversity of today's society must be reflected in the didactic proposals to be carried out in the classroom, also with regard to music education. This paper presents the results of a collaborative musical experience in which different fields related to music education have taken part. The study, which has been carried out from a qualitative approach, seeks to deepen the understanding of educational and social phenomena that can contribute to the transformation of teaching practice. The main results show the relevance of this type of projects to facilitate knowledge and reflection on the different educational and social problems from music education.

The development of this research was propitiated as its main goal to determine the level of relationship that exists between interculturality and bilingualism in bilingual teachers of regular basic education in the rural area of Callería, Ucayali, Peru, during 2023. The study was developed through simple random sampling, in the population that is made up of 581 bilingual teachers. The sample comprises 174 of these teachers, to whom two questionnaires were applied as data collection instruments prepared from the survey technique; thus concluding that there is a direct and significant relationship between interculturality and bilingualism. We determined that the use of traditional statistical methods is insufficient to carry out a complete study because there is uncertainty in the data collected since we wanted to consider the degree of mastery of the language by each teacher. The study is based on plithogenic statistics because this theory is dedicated to studying the indeterminacy in complex phenomena, where several factors influence the object of study. The plithogenic statistics is an extension of Multivariate Statistics. [ABSTRACT FROM AUTHOR]

Using critical place research and documentary methods, this article examines the Mapuche territorial cause in Chile and exposes the deficiencies of state-produced Mapuche land titles, known as Títulos de Merced, which are required for and (mis)used as evidence by Chile's Indigenous land restitution program. The Títulos de Merced were granted to Mapuche families during and after the military occupation of Wallmapu (Mapuche territory), as documentation of their relocation to reducciones (reservations) between 1884 and 1929. However, these approximately 3000 titles do not fully represent Mapuche land claims. Instead, they were used by the newly formed Chilean state to reduce Mapuche territory to approximately 5% of its ancestral span, leaving undocumented much of the territories that communities were effectively using before the reduction process––what Mapuche claimants refer to as tierras antiguas or ancestral lands. Despite this, CONADI, the government agency that administers the land program, defines these titles as the primary sources of documentary evidence to prove Mapuche land dispossession. Therefore, not only are the Títulos de Merced not enough, but they negatively impact Mapuche land claims by purposefully reducing, once again, Mapuche ancestral territory, this time discursively. Mapuche claimants are paradoxically forced to validate claims to their ancestral land through documents that were designed to legitimize their dispossession. By examining the insufficiency and inappropriateness of the Títulos de Merced as evidence for Mapuche territorial claims, this paper proposes the intercultural practice of documenting territorialidad—the expression of cultural, economic, and spiritual Mapuche practices over the territory—in addition to colonial demarcations of land, as a form of producing/using evidence for Mapuche land restitution claims. Suggesting the mapu (land/territory) as provenance and territorialidad as evidence, this alternative documentary practice unsettles the Títulos de Merced as the only legitimate form of evidence for Mapuche land claims and theorizes interculturalidad—the recognition of and dialogue between diverse ways of knowing coexisting within the same territory—as a framework for thinking about provenance when working with Indigenous land records. [ABSTRACT FROM AUTHOR]

The C’hole cultural knowledge of postgraduate students in Education and Cultural Diversity of Unit 071 of the National Pedagogical University (UPN) of Chiapas, Mexico is analyzed. The results support our analysis obtained through qualitative ethnographic research and semi – structures interviews. A significant potential is recognized in indigenous knowledge, related to: the cornfield and the cycle of the moon. Indigenous knowledge and its incorporation into the etymological bases of formal education as factors of change and socio – environmental cohesion are discussed.

Cultural teaching is the underlying core component of English as Foreign Language (EFL) education. Although the previous literature has intensely studied this theme, a comprehensive bibliometric analysis of research characteristics and trends in this field is still lacking regarding cultural teaching in EFL education. This study aims to explore the research distribution, research hot topics, and research the trends of EFL cultural teaching by conducting a bibliometric analysis of 358 articles on Web of Science using CiteSpace. The analysis leads to the following three findings: (a) The countries that teach EFL prevail in terms of number of publications but lag behind in terms of research influence, and a global academic community has not taken shape. (b) Interculturality is the central theme, encompassing a range of related topics such as intercultural competence, intercultural communication, and cultural awareness, with key teachers, learners, and textbooks as research perspectives. (c) Multilingual turn has emerged as a prominent new trend, which emphasizes the importance of cultural diversity and pays more attention to source/native languages and cultures. Furthermore, possible measures of promoting interculturality were discussed on the basis of relevant literature studies. In addition, scholars are suggested to pay more academic attention to the research and practices of EFL countries.

In the current context throughout Latin America, where power groups and the market are increasingly interested in the natural and cultural resources of indigenous territories, indigenous peoples are once again being denied, and their identities, preexistence in the territories, and rights are being questioned. As archaeologists, we must recognize that our work is not merely about investigating past landscapes but also about conducting archaeology in territories currently intersected by recurring conflicts. This article proposes and discusses the conceptual and theoretical-methodological foundations of a committed and activist archaeology, one that contributes to social justice and the emancipation of historically subordinated minorities, such as indigenous peoples. This archaeology must be based on two fundamental premises: the recognition of indigenous peoples as subjects of rights and the implementation of interculturality. Based on these principles, two lines of work are proposed, each involving specific methods: (1) the development of demand-driven research that produces knowledge serving the projects and struggles of indigenous peoples, and (2) the creation of multivocal products where indigenous voices appear in the first person, contributing to their internal processes and their articulation with various societal and state actors. This article advocates for a transformation of contemporary Latin American archaeology, both in its relationship with the social environment where research is conducted and in the way knowledge is produced, placing the discipline at the service of the projects, causes, and struggles of subjugated minorities

This systematic literature review examines the panorama of interculturality in rural contexts of bilingual education in Latin America. It aims to provide a comprehensive overview of the current state of knowledge in Latin America and identify key themes, challenges, and gaps in the field. The review highlights the importance of recognizing and valuing linguistic and cultural diversity, particularly in marginalized rural communities. It also discusses the lack of adequate resources and educational policies as significant challenges to promoting intercultural bilingual education in these contexts. The findings underscore the need for further research and the development of effective strategies to enhance intercultural understanding and bilingual education in Latin American rural areas.

Taking three questions as essential, interculturality, the globalization of malaise and the extension of the perception produced by the media, this article intends to observe how the use of digital media has produced an effect of malaise on human beings. hypermodern, just as they seem to globalize, instead of riches, only other evils. In addition, to reflect on how the development of intercultural relations can emerge as actions that, if they do not solve these problems, at least indicate ways forward. This research will be exploratory and, methodologically, will use the concepts of media theory to understand the use of the media. It will also relate these concepts to the ideas of cultural studies on interculturality. [ABSTRACT FROM AUTHOR]

Cultural teaching is the underlying core component of English as Foreign Language (EFL) education. Although the previous literature has intensely studied this theme, a comprehensive bibliometric analysis of research characteristics and trends in this field is still lacking regarding cultural teaching in EFL education. This study aims to explore the research distribution, research hot topics, and research the trends of EFL cultural teaching by conducting a bibliometric analysis of 358 articles on Web of Science using CiteSpace. The analysis leads to the following three findings: (a) The countries that teach EFL prevail in terms of number of publications but lag behind in terms of research influence, and a global academic community has not taken shape. (b) Interculturality is the central theme, encompassing a range of related topics such as intercultural competence, intercultural communication, and cultural awareness, with key teachers, learners, and textbooks as research perspectives. (c) Multilingual turn has emerged as a prominent new trend, which emphasizes the importance of cultural diversity and pays more attention to source/native languages and cultures. Furthermore, possible measures of promoting interculturality were discussed on the basis of relevant literature studies. In addition, scholars are suggested to pay more academic attention to the research and practices of EFL countries. [ABSTRACT FROM AUTHOR]

English for young learners (EYL) teachers have practiced some creative activities to maintain their pupils' learning with natural exposure to the target language amidst the pandemic. One activity practiced by Indonesian and Korean teachers was an international collaboration to perform a virtual drama of each country's folktale. This phenomenological research aimed at tapping the teachers' perceptions regarding interculturality and world Englishes (WE) in the virtual dramatic play collaboratively conducted and delving into their commitments in honing interculturality and WE. Two Indonesian and Korean teachers were involved in three sessions of in-depth interviews using pre-prepared interview questions. The trustworthiness of the data was achieved by the group discussions allowing the participants to comment on and revise the transcribed data, as well as triangulation by two international collaborators. Thematic analysis was performed to identify emerging themes and to provide novel insights into EYL teachers' encounters with interculturality and WE. The Indonesian and Korean teachers admitted the compatibility between language and culture, the urgency of introducing varieties of English, and the merits of conducting international collaboration to promote interculturality and WE. The teachers are committed to integrate interculturality and WE in their instructions despite some differences in the stipulated curricula. [ABSTRACT FROM AUTHOR]

The aim of this article is to examine contemporary conceptualizations of cultural and linguistic diversity in the Swedish policy for early childhood education and care (ECEC). The analysis draws on in-depth interviews with high-level policy actors and the analysis of documentary material. Using the concepts of interculturality and hybridity as theoretical tools, the study explores understandings of diversity at preschool and connects these with the role of preschool in culturally and linguistically diverse settings. The findings suggest that the concept of diversity is (a) embedded in dynamic notions of culture, (b) articulated within discourses of democratic citizenship, and, (c) its enactment is promoted in time and space where negotiation and dialogue emerge. Within the context of increased population diversity, there is consensus over the core functions of the Swedish language in preschool, while discourses of multilingualism are characterised by positive yet complex and sometimes diversified constructions. These are reflected in the multiple roles assigned to preschool based on preparing, preventing, and promoting educational and welfare values to children from diverse cultural and linguistic backgrounds. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

Copyright of Teología is the property of Pontificia Universidad Catolica Argentina 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.)

Internationalization and the concomitant flow of cultural diversity often associated with it are highly prized by universities; many tertiary institutions claim internationalization of the campus, the curriculum, research, and the student body as a major goal, a key performance indicator. However, in the current climate of global international education, overseas student integration and their adjustment difficulties into the life of the host country are often posited as personal failures, and international education scholarship focuses heavily on the failure of international students to integrate into host societies. We question the assumptions underpinning the tendency of universities to link internationalization to the development of interculturality across the campus through bringing together students from different national backgrounds. The belief is that students seek such interactions; internationalization could be achieved through such simplistic practices; this assumption needs empirical scrutiny. In this focused study, we report the motivations and experiences of 24 Chinese international students in an Australian university. A significant majority of the participants reported little interest in intercultural interactions with both host national students and other international students outside their own cultural groups. For those who have hopes of becoming some form of "global citizen," the experiences of these Chinese students suggest that cross-cultural communication is not as successful as hoped in the spaces of encounters, including classrooms, university student accommodation, and social activities out of the classrooms. The voices of these students suggest the need for intervention in the realization of the internationalization vision held by most universities and a reframing of goals and practices to narrow the breach between lofty rhetoric and the practice of international education. [ABSTRACT FROM AUTHOR]

This article reviews the debate around the category of interculturality to highlight its theoretical achievements and its current relevance in public policy. However, it also attempts to show its limits, contradictions and aporias. Beyond asking what interculturality refers to, it reviews how it is used and what effects it has in the spaces where it is implemented. The ideas arise from a permanent observation of different projects, although this is not ethnographic research. In this case, it has been of interest to place the theoretical discussion in the foreground. [ABSTRACT FROM AUTHOR]

In the current context throughout Latin America, where power groups and the market are increasingly interested in the natural and cultural resources of indigenous territories, indigenous peoples are once again being denied, and their identities, preexistence in the territories, and rights are being questioned. As archaeologists, we must recognize that our work is not merely about investigating past landscapes but also about conducting archaeology in territories currently intersected by recurring conflicts. This article proposes and discusses the conceptual and theoretical-methodological foundations of a committed and activist archaeology, one that contributes to social justice and the emancipation of historically subordinated minorities, such as indigenous peoples. This archaeology must be based on two fundamental premises: the recognition of indigenous peoples as subjects of rights and the implementation of interculturality. Based on these principles, two lines of work are proposed, each involving specific methods: (1) the development of demand-driven research that produces knowledge serving the projects and struggles of indigenous peoples, and (2) the creation of multivocal products where indigenous voices appear in the first person, contributing to their internal processes and their articulation with various societal and state actors. This article advocates for a transformation of contemporary Latin American archaeology, both in its relationship with the social environment where research is conducted and in the way knowledge is produced, placing the discipline at the service of the projects, causes, and struggles of subjugated minorities. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela 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.)

This paper focuses on Chinese 'ethnic' Minzu art education for university undergraduate students, specializing in various subfields of visual arts. Based on data collected during a course on Minzu visual design, analysed visually and discursively, the paper intersects the notions of Minzu (in reference to the 56 official Minzu groups composing Chinese Mainland) and interculturality (understood here as processes of change when people meet) in art education. In the course, groups of art students cooperate on a visual design project at a top Minzu university in China, whereby they need to negotiate artistic creations based on one Minzu group. The interest is on the artistic and visual aspects of their creations. The results highlight a form of curiosity for the 'other' anthropologically and artistically that does not seem to be satisfied. As such the students appear to be disappointed by the end products, having found what some refer to as merely superficial Minzu design elements and having had to make changes to them to fit the purpose of the course project. However, interculturality as change in art does happen throughout the course, especially when the students mixed some elements from different Minzu groups in their design. Recommendations for global arts education, from an intercultural perspective, are drawn. [ABSTRACT FROM AUTHOR]

The work aims at an analysis of the origin and crystallization so to speak of an expression of Shakespearean ancestry, Ci rivedremo a Filippi and l'Ombra di Banco. The investigation starts with the reading of English texts and continues with the examination of Italian translations; it traces the roots of the saying in the language of use through the consultation of literary and journalistic documentation; finally, it demonstrates its obsolescence starting from the XXI century and analyzes the contemporary reformulations, through the substitution of the name Banco and the noun Filippi with other words, by the examination of the archives of some national newspapers and literary texts. [ABSTRACT FROM AUTHOR]

Copyright of Revista Colombiana de Ciencias Sociales is the property of Fondo Editorial Fundacion Universitaria Luis Amigo 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.)

Applying an ethnographic approach, this study examines recently implemented scholarship programmes for Indigenous people in private higher education (HE) institutions in Peru. Interviews with students and staff, participant observations, and participatory activities reveal distrust of scholarship holders by government staff and programme regulators, who exercise various surveillance and control mechanisms. Staff at private universities hinder cultural diversity among students through segregation or integration strategies to deal with Indigenous students, thereby curtailing an intercultural approach. Indigenous students ask for more integration activities and intercultural dialogues as they claim a lack of adequate support programmes and real inclusion, which leads to higher dropout rates. This study contributes to the recovery of students' voices and concerns by unveiling persistent inequalities in HE. The findings have implications on policy design that take for granted problematic assumptions riddled with colonial prejudices and privatisation ideologies within the field of HE. [ABSTRACT FROM AUTHOR]

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Copyright of Profile: Issues in Teachers' Professional Development is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas 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.)

Copyright of Educación y Ciudad is the property of Instituto para la Investigacion Educativa y Desarrollo Pedagogico 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.)

This paper describes English as a foreign language (EFL) teachers' pedagogic beliefs and practices regarding culture and interculturality and the extent to which Islamic outlook informed their instruction. Five Indonesian high-school EFL teachers participated in this study. Data were collected over a 12-week period through classroom observations, narrative frames, and stimulated-recall and in-depth interviews. Findings were analysed using a qualitative framework. Evidence indicates that participating teachers often drew on home knowledge and religious significance to make sense of ideas expressed in English. Despite realising the global prominence of English, there were hints that the teachers lumped members of the target culture together. Ambiguities surrounding the teachers' instruction reveal paradoxes of educational exigencies and attitudinal resistance to ostensibly Western culture. This study calls for EFL pedagogies being more responsive to local linguistic repertoire and religio-cultural factors, highlighting the need to liberate the English classes from rigid ties to particular cultures. [ABSTRACT FROM AUTHOR]

This cross-cultural study examines the inclusion of global competences (GCs) in the curriculum of teacher education programs across three Baltic Sea countries: Latvia, Lithuania, and Poland. Using van den Akker's (2003) substantive approach to curriculum analysis, the researchers analyzed official documents and course descriptions of Daugavpils University (Latvia), Vilnius University Šiauliai Academy (Lithuania), and Jan Kochanowski University of Kielce (Poland). Employing Rapley's (2007) document analysis method, the study focused on both explicit content and implicit gaps to assess how well GCs are integrated into teacher training programs for primary and preschool education. The research involved a detailed examination of 262 syllabi, comprising 63 from Latvia, 61 from Lithuania, and 138 from Poland. The researchers used a template based on the PISA 2018 Global Competence Framework to identify which competences and sub-competences were included in the syllabi. The study aimed to answer the question: How are all the dimensions of global competences included in the syllabi of courses taught at the primary and preschool education levels in three Baltic Sea countries? The findings reveal that the Lithuanian curriculum includes the most GC-focused courses (92 courses, 276 ECTS), followed by Poland (44 courses, 99 ECTS), and Latvia (30 courses, 161 ECTS). The analysis was conducted in four steps: comparing the total number of courses and ECTS credits, ranking the development level of each GC dimension, characterizing the development of each dimension, and analyzing the general approach towards incorporating GCs into the curricula. The results indicate a significant variation in how GCs are integrated across the three countries, with Lithuania demonstrating the most comprehensive incorporation. The study highlights the need for a more sustainable, systematic and consistent inclusion of global competences in teacher education to better prepare educators for a globalized world. [ABSTRACT FROM AUTHOR]

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Sak Yants are spiritual tattoos that originate from Southeast Asia. Based on an Instagram sample, this article examines the popularity of Sak Yants in the so-called West, as they clearly differ from other tattoo styles, for example, often emphasize less individuality and imply rules that the tattooee must follow to keep their power. Their cross-cultural adaptation can imply the risk of copies and changes, as well as the commodification of the spiritual art and a connection to eroticism to promote their marketing. Reasons for the cross-cultural fascination these tattoos exert lie in the belief in protection or a general desire for meaningfulness, the constant indexical connection to the master, the expression of cultural openness, and the feeling of community, as well as a holistic approach to the physical and spiritual. This is expressed through the ritual and the new spiritual status tied to certain behaviors. In conclusion, the millennia-old Sak Yant seems to correspond to a specific zeitgeist, connecting body and mind and enabling self-chosen connections to times and places. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Organizations / Revista Internacional de Organizaciones (RIO) is the property of Analisi Social i Organitzativa grup de recerca 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.)

Copyright of Journal of Latin American & Caribbean Anthropology is the property of Wiley-Blackwell 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.)

Living a more and more diverse world involves teaching the students how to solve cultural issues, through knowledge and dialogue. Therefore, the secondary school curriculum proposes an identity and intercultural competence that should prepare students to deal with cultural diversity. As the competence is new for the Romanian Language and Literature teachers, their points of view are divergent. The present paper explores the relationship between identity, multiculturalism and interculturality, the cultural dialogue strategies one can find in secondary school textbooks. It investigates the meaning of identity for the textbook authors, the kind of diversity they picture and the specificity of the cultural dialogue.