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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.

Race and attraction studies are gaining popularity as conceptual frameworks explore the associations between racism, color blindness, race, and attraction. This study investigates the association between race and attraction by examining the connection between racial ideologies and bias. Same‐race bias in attraction is well documented in existing literature. This study explores whether the strength of same‐race bias is associated with color‐blind racial ideology, multiculturalism, and racial group membership. A sample of 374 Black and White young adults rated the attractiveness of six dating profiles. The results indicated that some associations between same‐race attraction and racial ideologies are moderated by participant race. Among White participants, greater color‐blind racial ideology was associated with stronger attraction to same‐race targets. By contrast, among Black participants, an opposite trend existed as greater color‐blind racial ideology was associated with a decrease in same‐race bias. Additionally, multiculturalism was associated with a decrease in same‐race bias among White participants. Further findings indicate that Black women and White men reported lower attraction to other‐race targets than Black men and White women. This study offers new insights into understanding racial bias in romantic attraction. [ABSTRACT FROM AUTHOR]

Diversity plays a pivotal role in shaping national curricula as it reflects the commitment to combat racism and ethnic discrimination. In China’s public higher education, the integration of multiculturalism (duoyuan wenhua 多元文化) into the Minzu 民族 university system exemplifies the nation’s efforts to recognize and embrace diversity. This study examines the academic landscape in Minzu higher education and its implications for inter-ethnic relations in China. It argues that a top-down ‘color-blind’ approach enforced within Minzu higher education fails to address structural inequalities associated with ethnicity. Despite the institutional emphasis on diversity through institutional multiculturalism, this study reveals a tendency to view ethnicity through a hierarchical lens that centers on the norms of the dominant ethnic group. This reflects the university’s strict regulation of discussions on ethnic topics. These findings underscore Minzu higher education’s capacity to reconcile ethnic diversity with the uniformity mandated by state-led multiculturalism. [ABSTRACT FROM AUTHOR]

English medium instruction (EMI) is now a well‐established field of education research, yet its distinction from English for academic purposes (EAP) and from English for specific purposes (ESP) remains a subject of debate. This scoping review investigates the overlap and divergences between these fields. As well as using raw data from a previous systematic review of EMI, we identified research questions published in five selected journals between 2017 and 2022: Journal of English for Academic Purposes, English for Specific Purposes, International Journal of Bilingual Education and Bilingualism, Language and Education, and Journal of Multilingual and Multicultural Development in order to identify the convergence and divergence in academic interest areas. We additionally examined research settings and participants across these studies. Our findings revealed a spectrum of research questions with largely distinct areas of research interest and considerable differences in research settings. This study contributes to the academic discussion by offering a detailed picture of the current research landscape, and suggests not only a need for collaboration between EMI, and EAP/ESP researchers but also a value in maintaining some distinction between the two fields. [ABSTRACT FROM AUTHOR]

The article examines the representation of Mexican men in the film "Lone Star" directed by John Sayles which attempts to challenge stereotypes but still incorporates colonialist perspectives. Topics include the historical marginalization and stereotyping of Latinos in Hollywood, the film's engagement with themes of race, memory, and historical revisionism and critical responses to the film, including views on its treatment of multiculturalism and its reinforcement of power dynamics.

Catalonia is an interesting site for language ideology research for several reasons. It is a multilingual and multicultural territory, where both Catalan and Spanish enjoy the status of co-official language. Adding to this, over the course of the last two decades there has been a growing movement that has called for the independence of Catalonia from Spain, one which frequently places linguistic concerns at its centre. Against this backdrop, we report on a project that qualitatively examines the language ideologies of university students in the period after the 2017 Catalan independence referendum. Specifically, we conducted semi-structured interviews with 33 undergraduate students attending three universities from the wider Barcelona area. We examined the language ideologies of this cohort through the theoretical lens of linguistic authority, in particular, the concepts of anonymity and authenticity. Two central themes emerged from the data analysis: 'Catalan: "lingered" authenticity?' and 'Spanish: glocal anonymity'. The findings reveal a complex array of language ideologies toward both Catalan and Spanish. Furthermore, in an ever-changing socio-political and sociolinguistic landscape in Catalonia, we maintain that qualitative methods can act as a powerful tool when examining cases of complex multilingualism. [ABSTRACT FROM AUTHOR]

The monolingual English norm in current education and academic discourse has continuously marginalised the linguistic and theoretical resources in languages other than English. Drawing upon evidence from Chinese bilingual postgraduate researchers and their supervisors, this paper reconsiders their potentials for bilingual theorising with their translanguaging practices and capacities. Analyses suggest that translanguaging, rather than monolingual English, tend to be used by bilingual postgraduate researchers in academic activities including supervisory meetings, peer discussions, research interviews, academic theorising and writing. With translanguaging, bilingual postgraduate researchers may further extend their bilingual theorising capabilities to co-construct a shared multilingual and multicultural intellectual space where synergy and serendipity are valued and achieved. [ABSTRACT FROM AUTHOR]

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]

This study aims to assess the effects of pre‐adult international experiences on expatriate workers' cultural intelligence (CQ). Two data sources were used to achieve this goal; a quantitative survey administered online to expatriates (n = 1713) and the culture database of Hofstede. The analyses identified six deep antecedents of CQ. This study contributes to the scientific literature on the antecedents of CQ by examining non‐work‐related international experiences before adulthood in two cultural contexts. It is also one of the first studies to use the third culture kids concept to explain expatriate CQ. [ABSTRACT FROM AUTHOR]

This paper explores how textbooks for second language learners make ideologically motivated decisions regarding which forms of the target language are included in the curriculum. We explore this question via an analysis of Korean language textbooks, at a time when Korean society is becoming increasingly globalized and multicultural. The focus is on the representation of the highly developed system of address terms in Korean. Although address terms are known to play an important role in shaping intimacy and hierarchy in Korean interactions, textbooks represent them in vastly simplified ways. Through complementing the textbook analysis with survey data from native speakers and L2 learners, we see that these simplified patterns correspond somewhat to perceptions of how these culturally-imbued markers of intimacy and hierarchy would be used in cross-cultural interactions, which persist despite the moves towards multiculturalism. These perceptions are variegated depending on ethno-national identity, and co-constructed by the L2 learners themselves. [ABSTRACT FROM AUTHOR]

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We propose the Critical Diversity Literacy (CDL) framework for citizenship education in contemporary heterogeneous societies. It encourages an anti-essentialist, power-conscious awareness of difference beyond notions of citizenship that have been constitutive of the nation and tend to normalise masculinity, patriarchy, heterosexuality, able-bodiedness and whiteness. Using intersectionality and decoloniality heuristics, we approach multicultural citizenship from the multiple axes of our identities as we inhabit the world more complexly than mere belonging to the nation-state. The framework synthesises insights from contemporary social theory into a usable scaffolding for diversity capacitation. The ten principles focus on intersectionality, social identities and positioning, historical awareness, diversity vocabulary, the coded nature of hegemonic power and personal engagement. Taken together, they promote an approach to multicultural citizenship that focuses on social justice and pushes us to recognise the lived experience of citizenship 'from below'. The framework has proved useful in designing curricula and interventions in different contexts and sectors and can be utilised to develop age-appropriate materials in schools. [ABSTRACT FROM AUTHOR]

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]

Purpose: The purpose of this paper is to explore the impact of media representation on the mental health of Australians of African descent during the COVID-19 pandemic. By analysing the media coverage of COVID-19 restriction breaches, particularly focusing on individuals from African backgrounds, the study aims to shed light on how racially charged narratives can contribute to emotional distress and exacerbate feelings of alienation within these communities. The findings highlight the detrimental effects of such portrayals, emphasising the need for more responsible and inclusive media reporting to safeguard the mental well-being of culturally and linguistically diverse populations. Design/methodology/approach: The study employed media content analysis to explore representations of Australians of African origin versus the broader Anglo–Australian population during the COVID-19 pandemic, focusing on racial identity's impact on news coverage of COVID-19 restriction breaches. Researchers classified and distilled extensive textual content, using a diverse sample from various ethnic-racial backgrounds, with an emphasis on African Australians within the CALD community. Data analysis was conducted using NVivo (version 12) software, following an inductive approach. Findings: The findings underscore the consistent portrayal of people from African communities as outsiders and the racial profiling they experience in media coverage of significant issues like COVID-19. Originality/value: There is very limited research that examines the impact of media coverage on African migrants during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Educational management in the three southern border provinces must be arranged following the context of a multicultural society with diversity from other regions of Thailand Because people in the three southern border provinces have different language education from other provinces in Thailand, such as Malay and Arabic, etc. Therefore, this article is essential to those involved in sharing. Find the direction of educational management in the three southern border provinces and educational opportunities that people in the area should receive, both domestically and internationally. The quality of Education in the multicultural society in the three southern border provinces consists of academic achievements according to the curriculum of the Ministry of Education, including people who graduated from abroad can compare their qualifications to work in Thailand. Desirable characteristics and skills in a multicultural society, including education policy in the area with details of Good Governance involved because some people in the area can study abroad. In this regard, one of the elements that are important in the development of sustainable and long-term quality Education in the three southern border provinces is parental participation in education management. Therefore, those involved in education management in the three southern border provinces should seriously and continuously develop the quality of Education there. [ABSTRACT FROM AUTHOR]

In 1994, a ballroom dance program for 5th graders was implemented in New York public schools. By 2005, more than 6,000 kids from 60 schools in Manhattan, Queens, and Brooklyn were required to take this 10-week course. The very same year, Marilyn Agrelo directed the documentary Mad Hot Ballroom Dance (2005). The documentary tells the story of the preparation, instruction, and rehearsal of various school teams for the Colors of the Rainbows final competition. New York is one of the most multicultural states in the United States with the student population coming from different countries and backgrounds. There are Dominicans, Cubans, Puerto Ricans, European Americans, African Americans, and Asian Americans. Through the music used in this Public-School program (merengue, tango, rumba, and swing), students find an outlet for their feelings and a way to “construct their subjectivities”, as Charles Keil would suggest. It is through dance that, a public school becomes a space of alterity or paratopia; a Korean boy dances a tango with a Dominican girl, whereas a Jewish-American boy dances a merengue with an African-American girl. In this essay, I will argue, among other things, that the ballroom dance program teaches students from different races, religions, and cultural backgrounds not only how to dance but also how to mingle and interact, thus reinforcing the possibility of greater multicultural integration. [ABSTRACT FROM AUTHOR]

Multiculturalism is a widespread concept in societies where different ethnic, religious and cultural groups live together and where mutual understanding and respect are important. The role of media in this framework includes important aspects such as strengthening relations between societies and developing dialogue between different cultures. The article first emphasizes the function of informing and educating as one of the main functions of the media. Media provides society with wide information about different cultures, their history, traditions, customs and values. This creates conditions for people to approach different cultures more deeply and objectively, and to eliminate misunderstandings and stereotypes. Accurate and balanced reporting by the media can contribute to the preservation and promotion of the cultural heritage of different peoples and groups. The second main point is the social responsibility of the media. In multicultural societies, the role of the media is not limited to transmitting information, but also how the content created by the media affects mutual understanding between different groups. In this regard, the media must operate within the framework of correct and ethical rules and prevent the spread of discrimination, hatred or division. Later, the article mentions the positive and negative effects of the media. In some cases, the media may ignore the cultural and religious differences that exist in multicultural societies, leading to polarization and conflict. In particular, the spread of sensationalism or misinformation can upset the delicate balance in society. Therefore, it is important for media organizations to present professional and objective information and be guided by ethical principles. [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]

In the twelfth and thirteenth centuries, southern Italy experienced a period of relative political stability and economic prosperity under the Normans as well as the Hohenstaufen dynasty that succeeded them. These cultural conditions fostered a cultural resurgence, which included the composition of Greek poetry. Poets in Sicily wrote from within a multicultural context, including the presence of Arabic- and Latin-speaking communities. Many of their poems illustrate the generative intersections between the Byzantine-Constantinopolitan, Latin, and Arabic traditions. Later in Salento, poetry was written in a rather closed Greek-speaking, Orthodox society. Comparing Greek poetry from Sicily and Salento shows some differences between composition in the two regions. Whereas Sicilian poetry includes especially creative narrative poems, composed for the rich and sophisticated courts of the island, the Salentine poetry bears the stamp of the schoolroom. In fact, most poems from both Sicily and Salento survive in manuscripts that can be traced to a pedagogical environment. While the circulation of these poems was limited to their surrounding regions, their literary sophistication betrays remarkable creativity and the multicultural conditions of composition, further evidence of the vitality of Greek literary culture far from the heartland of the Byzantine Empire. [ABSTRACT FROM AUTHOR]