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High School Students; Indigenous Populations; Teaching Methods; Race; Cultural Awareness; Foreign Countries; Disadvantaged; Equal Education; Interviews; Student Diversity; Males; Athletics

Abstract:
This paper draws from a study that explored issues of student equity, marginality and diversity in two secondary schools in regional Queensland (Australia). The paper foregrounds interview data gathered from administration, teaching and ancillary staff at one of the schools, "Crimson" High School. The school has a high Indigenous student population and is well recognised within the broader community as catering well to this population. With reference to the school's concerns about Indigenous disadvantage and the various approaches undertaken to address this disadvantage, the paper articulates the significance of educators being critically aware of how they construct race and use it as an organising principle in their work. This awareness is central to moving beyond the culturalism and racial incommensurability that tend to predominate within Indigenous education--where cultural reductionism homogenises indigeneity within and against a dominant White norm. With reference to a specific approach at the school designed predominantly for Indigenous male students--to foster inter-cultural awareness and respect through sport--we highlight ways in which notions of culturalism and racial incommensurability might be disrupted. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Males; Humor; Story Telling; African Americans; Innovation; Cultural Awareness; Counseling Techniques; African American Culture; Socialization

Abstract:
In recent years, the use of culturally appropriate humor as a tool for change within the parameters of counseling has grown within the literature. In comparison, the art of storytelling has had little attention within the literature as a tool for strategic change. This article outlines a framework for the use of humor and storytelling as innovative approaches for successfully counseling African American men. In addition, the growing research on the socialization of men is used to assist in the development of culturally appropriate strategies that help African American men utilize their inherent strengths within the counseling process. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Student Diversity; Cultural Pluralism; Cultural Awareness; Consciousness Raising; Interpersonal Communication; Social Bias; Perspective Taking; Religion; Individual Differences; Racial Differences; Institutional Role

Abstract:
There are significant concerns about campus relationships, primarily between white students and students of color, but also related to students of different religious backgrounds (e.g., Christian and Muslim). Despite the growing diversity in faculty and student bodies on campus, students could still navigate through college without having to interact in meaningful ways with others of different backgrounds. There are many priorities for colleges and universities to pursue at an institutional level. It may be more important for administrators to prioritize increased diversity in recruitment and retention of students (and faculty) than to take ownership of the challenge of making the experience of campus diversity positive and meaningful. Consequently, campus organizations or even individuals may need to undertake efforts aimed at increased intercultural understanding and interaction. It takes more than diversity of campus populations for individuals to interact in meaningful ways with others of different backgrounds. In this article, the authors share their experience launching a series of campus conversations focused on raising personal awareness and building relationships across difference. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Intervention; Counseling; Values; Internet; Counselor Educators; Behavior Problems; Cultural Awareness; College Faculty; Counselor Training; Cultural Differences; College Students

Abstract:
Counseling faculty serve as gatekeepers to protect the public from trainees who demonstrate significant deficiencies in professional functioning. Two issues that have not been thoroughly examined are how different cultural values may intersect with the assessment of appropriate professional competencies and whether the multicultural environment of programs is considered when assessing potentially problematic students. The authors suggest a group systems intervention and provide implications and recommendations for counselor educators. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Philosophy; English (Second Language); Biblical Literature; Theological Education; Interdisciplinary Approach; Second Language Learning; Cross Cultural Studies; Communicative Competence (Languages); Second Language Instruction; Cultural Awareness; English for Academic Purposes

Abstract:
This article introduces English for Bible and Theology (EBT), an inherently interdisciplinary field that merges English language learning with the content of biblical and theological studies in a context that is, by nature, cross-cultural. Within this collaboration there exists the possibility not only to enable theological study, but also to enhance it through a focus on personal meaning and its communication, both of which are foundational to the communicative language classroom. That is, EBT seeks both to aid students worldwide in attaining the specialized language and cultural proficiency necessary to access English theological resources and to provide a community in which students can connect theological content to their lives. It is this second aim that provides EBT its relevance across a range of theological contexts, as native English-speaking students likewise stand to benefit from the application of EBT's principles. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Reflection; Web Sites; Electronic Publishing; Social Distance; Nationalism; Self Concept; English (Second Language); Second Language Learning; Language Role; Cultural Awareness; Role; Computer Mediated Communication; Language Usage; Language Variation; Semiotics; Teaching Methods; Intercultural Communication; Secondary School Students

Abstract:
The rise of English as an international language (EIL) has brought to light the needs of those who speak it as an additional language. This has in turn radically reshaped the role of culture in the EIL classroom, which may now aim at developing critical transcultural awareness. By reporting on a joint initiative undertaken by three schools in two countries, the "EIL in Poland and Spain" blog project, this article explores how a transcultural curricular approach could be implemented in the EIL classroom with particular reference to computer-mediated communication (CMC) that might lead to the creation of virtual "third spaces". Results show that, upon task-induced reflection, participants (1) overwhelmingly acknowledge the power of the othering discourses which are central to national identity; (2) bond together through (2.1) widespread usage of the same register in English and CMC-standard non-verbal semiotic codes and (2.2) similar subcultural (yet transnational) affiliations; and (3) may be seen to develop some critical awareness of their place in the world beyond their respective national borders. Finally, the pedagogical implications of a tool through which youth appears as a meaningful cross-cultural experience, bringing both Polish and Spanish participants together as critical thinkers through EIL, are discussed. (Contains 1 table and 7 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cultural Awareness; Cultural Pluralism; Study Abroad; Instructional Leadership; Practicums; Internship Programs; Graduate Students; Outcomes of Education; Administrator Education; Educational Administration; Attitude Change; Student Attitudes; Mixed Methods Research; Foreign Countries

Abstract:
Developing globally minded citizens has become a national push and a stated priority for many higher education institutions in the United States. This article focuses on one university's efforts to develop globally minded school leaders who are accepting of and comfortable with diversity. The University of North Carolina Wilmington has created an international practicum for master's and doctoral-level students in the Educational Leadership Department. This study focuses on the outcomes of this international practicum. Data from this mixed methods study are presented on participants' shifts in attitudes about cultural diversity as measured by the Miville-Guzman Universality Diversity Scale survey and interviews. The article also provides suggestions about processes and experiences necessary to support and facilitate participants' shifts to embrace diversity and global perspectives. (Contains 2 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Early Intervention; Best Practices; Culturally Relevant Education; Cultural Relevance; Educational Principles; Reflection; Family Characteristics; Cultural Awareness; Program Evaluation; Change Strategies; Integrated Services

Abstract:
The purpose of this article is to provide a framework that offers a way for early intervention (EI) service providers to better meet the needs of the culturally diverse children and families they serve. This framework was created to organize existing research and literature on cultural responsiveness in a way that fit the unique context of EI. The framework draws from multiple fields of study, including early childhood, multicultural, and special education, as well as psychology and speech-language pathology, and synthesizes knowledge and best practices into four guiding principles: (1) Examining One's Own Culture; (2) Acquiring Knowledge of Family Cultures; (3) Building Culturally Responsive Practices; and (4) Reflecting and Evaluating Practices. Each principle ties together correspondent themes and ideas from multiple fields, and suggests knowledge and best practices that can be utilized to increase one's cultural responsiveness when working with families. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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English (Second Language); Foreign Countries; Employment Opportunities; Work Experience; Labor Force; Foreign Students; Second Language Learning; Social Integration; Semi Structured Interviews; Social Discrimination; Cultural Pluralism; Student Attitudes; Cultural Awareness; Behavior Standards; Networks; Student Recruitment; Immigration

Abstract:
This study explored the integration experiences of 16 international students entering the Canadian workforce using a semistructured interview and constant comparison method. The international students were pursuing immigration to Canada, despite unmet job prospects. Students recommended that employers refrain from discriminating against students because of their international status and recognize the value of a diverse labor force. Students recommended that career services personnel help students build networks and employment contacts through pregraduation work experience. Incoming international students were advised to educate themselves about cultural norms for social and work interactions, research potential job opportunities, and create a professional network prior to degree completion. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Justice; Evidence; Stakeholders; Science Teachers; Science Curriculum; Indigenous Knowledge; African Languages; Students; Cultural Awareness; Teacher Attitudes; Student Attitudes; Questionnaires; Attitude Measures; Interviews; Culturally Relevant Education; Science Instruction; Foreign Countries

Abstract:
This study investigated a sample of isiXhosa mother tongue-speaking science teachers', their pupils', and adult local community members' awareness of Xhosa indigenous knowledge. It also investigated what aspects of this knowledge they value and think should and could be integrated into the school science curriculum and their reasons for suggesting that it should (or should not) be incorporated. The participating teachers voluntarily completed an open-ended questionnaire. On completion, they were given the task of administering the questionnaire to at least 1 of their pupils and 1 community member who they believed could contribute ideas about indigenous knowledge that might relate to science education. Interviews were held with a small sample of teachers and community members. The data generated suggest that there is a shared awareness of indigenous knowledge across the respondents (teachers, pupils, and community members). The reasons given for including indigenous knowledge in the school curriculum related mainly to the realm of recognition (social justice and cultural sensitivity), and there was also little evidence that the respondents were aware of current understandings underpinning the demarcation of science and indigenous knowledge as disciplines. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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