The impact of cross-cultural identity and social justice of group leaders: Experiences as international doctoral students

2012 ◽  
Author(s):  
Hapsah Md Yusof ◽  
Siti Rozaina Kamsani
Keyword(s):  
Social Justice ◽  
Cultural Identity ◽  
Doctoral Students ◽  
Cross Cultural ◽  
Group Leaders ◽  
International Doctoral Students ◽  
The Impact

How Wearing a Social Justice Lens Can Support You, Your Clients, and the Larger Community: An Intersectionality Workshop With a Twist

2021 ◽  
Vol 55 (3) ◽  
pp. 396-409
Author(s):  
Melissa Jay ◽  
Jason Brown
Keyword(s):  
Social Justice ◽  
Cultural Identity ◽  
Culturally Responsive ◽  
Case Conceptualization ◽  
Culturally Competent ◽  
Systemic Oppression ◽  
The Impact ◽  
Blind Spots

Counsellors may not comprehend fully the impact of their blind spots as a result of unconscious cultural encapsulation. The authors propose a self-reflective method by which counsellors can self-examine their assumptions about diversity and intersectionality. They invite readers to engage with the contents of this article to identify their blind spots, biases, and assumptions through self-reflective exercises. This article summarizes an intersectionality workshop with a twist that was offered by Melissa Jay, Jason Brown, and Rebecca Ward at the 2019 conference of the Canadian Counselling and Psychotherapy Association. The intention of the workshop was (a) to raise consciousness about systemic oppression, (b) to explore Collins’s (2018c) culturally responsive and socially just case conceptualization as the framework for the workshop, (c) to bring client intersectionality to life using four vignettes they created, (d) to reflect on client intersectionality and cultural identity, and (e) to propose a method by which counsellors can self-examine their assumptions about diversity and intersectionality, leading to more culturally competent counselling.

scholarly journals Translating The Waste Land: Literal accuracy, poetic fidelity and cross-cultural communication

Literator ◽  
2001 ◽  
Vol 22 (2) ◽  
pp. 21-38
Author(s):  
A. Wessels
Keyword(s):  
Cultural Identity ◽  
Cross Cultural ◽  
Cultural Dimensions ◽  
Literary Translation ◽  
Cultural Communication ◽  
Translation Theory ◽  
The Waste Land ◽  
Cross Cultural Communication ◽  
Waste Land ◽  
The Impact

The author of this article published an Afrikaans translation of T.S. Eliot’s The Waste Land in 1992. This article is a personal contemplation and evaluation of the process of literary translation as experienced in the particular case, referring to aspects of translation theory where relevant. It discusses the unremitting balancing act that literary translation requires, where the translator has to pose the need for as close a literal translation as possible against the need to render, again as faithfully as possible, the comprehensive poetic effect of the work, as regards, for example, stylistic features, emotive force and symbolic significance. Through all of this runs the thread of (a sometimes unconscious) transculturation of the work, partly the result of the desire on the part of the translator to communicate the impact of the poem as successfully as possible to a specific audience with a specific cultural identity and cultural presuppositions. Sometimes the inescapable interpretative nature of literary translation could be attributable to the cultural identity of the translator himself and sometimes it could be the result of the innate cultural dimensions or temper of the recipient language. The problems encountered, solutions arrived at and transcultural evolution effected are illustrated from the (original and translated) texts.

Mentoring Experiences of Latina Graduate Students

2015 ◽  
Vol 10 (1) ◽  
pp. 91-109 ◽  
Author(s):  
Irán O. García ◽  
Sheila J. Henderson
Keyword(s):  
Graduate Students ◽  
Lived Experience ◽  
Doctoral Students ◽  
San Francisco ◽  
Sequential Analysis ◽  
Cross Cultural ◽  
Mentoring Relationships ◽  
Graduate Studies ◽  
Self Confidence ◽  
The Impact

AbstractIn order to contribute to knowledge on the Latina graduate students’ experiences and the role of mentoring relationships in their pursuit of higher education, the purpose of this qualitative study was to interview Latina doctoral students about their lived experience. Four Latina graduate students at a graduate university in San Francisco, California were recruited by way of student email lists, flyers, and social networks such as Facebook, LinkedIn, Hi5, and word of mouth. Participants took part in a face-to-face interview guided by semi-structured questions. Within the same cultural and cross-cultural mentoring relationship experiences described, a sequential analysis of the interview transcripts revealed the following themes consistent with the Kram model of mentoring: (a) conceptualizations of a “good mentor,” (b) how mentoring influenced their pursuit of graduate studies, and (c) the impact of mentoring on their self-confidence and self-esteem. While many studies exist on mentoring students, there is relatively little research on the mentoring experiences of Latina graduate students. It is hoped that this small study will motivate much needed further research in the mentoring needs of the Latina/o community. One possible issue revealed in this study was the absence of within culture or cross-cultural mentoring for Latina graduate students.

scholarly journals The impact of Disability Studies curriculum on education professionals' perspectives and practice: Implications for education, social justice, and social change

2016 ◽  
Vol 36 (2) ◽  
Author(s):  
Holly Pearson
Keyword(s):  
Social Justice ◽  
Doctoral Students ◽  
Disability Studies ◽  
Education Program ◽  
Structured Interviews ◽  
Advanced Degrees ◽  
Daily Work ◽  
Education Professionals ◽  
The Past ◽  
The Impact

<p>As a field, Disability Studies has gained ground in the past few decades by highlighting alternative ways of thinking about disability as a social, cultural, and political phenomenon. As more education professionals pursue advanced degrees with a Disability Studies framework, there is a need to understand how, if at all, Disability Studies influences their perspectives and practices. This study employed semi-structured interviews with nine doctoral students enrolled in a Doctorate of Philosophy in Education program that used the framework of Disability Studies, who are also practicing education professionals, to explore how gaining knowledge about Disability Studies impacted their daily work in the field of education. Through their experiences, they indicated that Disability Studies has transformed their conceptualization of disability, their practices, and themselves.</p>

scholarly journals Narrative Inquiry into Chinese International Doctoral Students’ Journey: A Strength-Based Perspective

10.28945/4785 ◽  
2021 ◽  
Vol 16 ◽  
pp. 395-428
Author(s):  
Shihua C Brazill
Keyword(s):  
Identity Development ◽  
Cultural Capital ◽  
Narrative Inquiry ◽  
Doctoral Students ◽  
Cross Cultural ◽  
Future Research ◽  
Land Grant ◽  
Cultural Socialization ◽  
Strength Based ◽  
International Doctoral Students

Aim/Purpose: This narrative inquiry study uses a strength-based approach to study the cross-cultural socialization journey of Chinese international doctoral students at a U.S. Land Grant university. Historically, we thought of socialization as an institutional or group-defined process, but “journey” taps into a rich narrative tradition about individuals, how they relate to others, and the identities that they carry and develop. Background: To date, research has employed a deficit perspective to study how Chinese students must adapt to their new environment. Instead, my original contribution is using narrative inquiry study to explore cross-cultural socialization and mentoring practices that are consonant with the cultural capital that Chinese international doctoral students bring with them. Methodology: This qualitative research uses narrative inquiry to capture and understand the experiences of three Chinese international doctoral students at a Land Grant institute in the U.S. Contribution: This study will be especially important for administrators and faculty striving to create more diverse, supportive, and inclusive academic environments to enhance Chinese international doctoral students’ experiences in the U.S. Moreover, this study fills a gap in existing research by using a strength-based lens to provide valuable practical insights for researchers, practitioners, and policymakers to support the unique cross-cultural socialization of Chinese international doctoral students. Findings: Using multiple conversational interviews, artifacts, and vignettes, the study sought to understand the doctoral experience of Chinese international students’ experience at an American Land Grant University. The findings suggest that Chinese international doctoral students use cultural capital (aspirational, linguistic, familial, social, navigational, and resistance) as leverage in this cross-cultural socialization process. Recommendations for Practitioners: The findings from this study offer insights for practitioners into what institutions and departments might do to support Chinese international doctoral students in their socialization journey. It is vital to support the whole student through understanding their different forms of capital. Recommendation for Researchers: Future researchers may want to further explore how students experience this process. An important question for future researchers to consider is: do Chinese international doctoral students benefit from multilingual discourse with their peers and from a multi-lingual command of the literature? Also, does the ability to read scholarly publications in both Chinese and English bridge a gap and strengthen professional identity development? Impact on Society: Significant impact on society includes improved opportunities for cross-cultural learning, international partnerships, and support for positive socialization experiences where diverse students may use their cultural capital as strengths and express new ideas. Moreover, there is also an economic benefit for the institutions and communities that rely on international students’ economic contributions. Future Research: Future research may want to explore how students perceive and experience multilingualism as a benefit in their education; for example, does the ability to read scholarly publications in both Chinese and English bridge a gap and strengthen professional identity development?

scholarly journals Cultural Identity reconstruction in the study abroad context: The case of Algerian Sojourners

2019 ◽  
Vol 9 (4) ◽  
pp. 226-237
Author(s):  
Fatima Zohra El-Ouali ◽  
Noureddine Mouhadjer
Keyword(s):  
Study Abroad ◽  
Cultural Identity ◽  
Cultural Values ◽  
Intercultural Communication ◽  
Cultural Adaptation ◽  
Research Work ◽  
Structured Interview ◽  
Cross Cultural ◽  
Cross Cultural Adaptation ◽  
The Impact

The way individuals define themselves is assumed to be tightly linked to social and cultural values of the environment they are raised in. Yet, identity is not static and forming a cultural identity requires adapting beliefs and practices of one or more cultural communities. Hence, this paper is an attempt to bring the issue of identity construction in question as a result of direct contact with people from different cultures and what it may engender as a change in social, cultural behaviour, and positions. The present study investigates the impact of study abroad experience on sojourners’ cultural identity. It tries to highlight the nature of the crossing borders experience, and how it strongly contributes to the creation of a new cultural identity. This research work relies on a case study that consists of 25 Algerian students who are actually enrolled in a long-term programme at different universities in the United Kingdom. The data were gathered through the use of both questionnaire and semi-structured interview administered to these sojourners. Then, data were analyzed both qualitatively and quantitatively. The findings first display the competencies developed by students while abroad. Second, the study explores how cultural identity is being reconstructed and negotiated during the intercultural communication. Third, the extracts of the study reveal that the sojourners are aware of the cross-cultural adaptation process and they try to cope with the challenges they face as well as avoiding communication breakdowns and misunderstandings. As a result, we contribute to the literature concerning constructing and negotiating identities in different socio-cultural contexts. Key-words: Cultural Identity; Cross-cultural Adaptation; Identity Negotiation; Intercultural Communication; Study Abroad.  

Reflections

2017 ◽  
Author(s):  
Julian Agyeman ◽  
Caitlin Matthews ◽  
Hannah Sobel
Keyword(s):  
Social Justice ◽  
Cultural Identity ◽  
Identity Formation ◽  
Future Research ◽  
Direct Connection ◽  
Street Food ◽  
Food Trucks ◽  
Cultural Commodity ◽  
The Impact

In this reflection on the chapters included in the volume, the editors draw out major threads of discussion and highlight opportunities for future research. Two main threads of conversation about power surfaced throughout the collection: power and cultural identity, and power and criminalization. This final chapter explores and summarizes the ways in which the chapters in the volume illustrate the emerging urban trend of food as a cultural commodity. Additionally, the chapter synthesizes depictions of the bifurcation of the food truck industry and the discriminatory implementation of regulations. Finally, the editors recommend further investigation into the direct connection between identity formation and social justice, as well as the impact of incubator organizations on food trucks and street food vending. Importantly, the editors call for research on the relationships between street food vending, food trucks, and gentrification.

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