International migration, cross-cultural interaction, and the development of personal wisdom

Migration Studies ◽

10.1093/migration/mnz049 ◽

2019 ◽

Author(s):

Senanu K Kutor ◽

Alexandru Raileanu ◽

Dragos Simandan

Keyword(s):

Boundary Conditions ◽

International Migration ◽

Cross Cultural ◽

Cultural Interaction ◽

Research Participants ◽

Personal Wisdom ◽

Romanian Immigrants ◽

Multicultural Experiences ◽

Collective Resource

Abstract Drawing on semi-structured in-depth interviews with Romanian immigrants in Ontario, Canada, conducted between 2014 and 2018, this article explores how the experiences acquired by the Romanian immigrants through migration and multicultural intercourse facilitate the development of personal wisdom. We show how our research participants perceived these geographical processes of migration and place-based multiethnic cohabitation to account for their growing wiser than their earlier selves. Specifically, we organize the description of these perceptions into three interrelated themes: (1) changes in perspective, (2) the learning of new things, and (3) the role of place in fostering wisdom. Against this background, the article also highlights the boundary conditions within which these processes may or may not foster the development of wisdom, acknowledging that not all migratory and multicultural experiences lead to prosocial and adaptive outcomes. Our discussion of these boundary conditions with the research participants coalesced into five recurrent themes: (1) adaptation to the new environment and social system, (2) the role of the host environment as a boundary condition, (3) the problem of unmet expectations, (4) the magnitude of the cultural shocks, and (5) the language barrier. Bearing the complex politics of these boundary conditions in mind, we argue that the experience of international migration and subsequent cross-cultural interaction can be usefully understood as a ‘fertile ground’ for the flourishing of personal wisdom, which itself can act as an individual and collective resource for cohabitation in multicultural settings.

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A Yahgan for the killing: murder, memory and Charles Darwin

The British Journal for the History of Science ◽

10.1017/s0007087411000641 ◽

2011 ◽

Vol 46 (3) ◽

pp. 415-443 ◽

Cited By ~ 1

Author(s):

JOSEPH L. YANNIELLI

Keyword(s):

South America ◽

Charles Darwin ◽

Historical Memory ◽

Cross Cultural ◽

Western Coast ◽

Cultural Interaction ◽

European Expansion ◽

Multiple Contexts ◽

History Of

AbstractIn March 1742, British naval officer John Byron witnessed a murder on the western coast of South America. Both Charles Darwin and Robert FitzRoy seized upon Byron's story a century later, and it continues to play an important role in Darwin scholarship today. This essay investigates the veracity of the murder, its appropriation by various authors, and its false association with the Yahgan people encountered during the second voyage of theBeagle(1831–1836). Darwin's use of the story is examined in multiple contexts, focusing on his relationship with the history of European expansion and cross-cultural interaction and related assumptions about slavery and race. The continuing fascination with Byron's story highlights the key role of historical memory in the development and interpretation of evolutionary theory.

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THE ROLE OF PHILATELY IN MUSICAL EDUCATION AND CROSS-CULTURAL INTERACTION

Arts and Music in Cultural Discourse Proceedings of the International Scientific and Practical Conference ◽

10.17770/amcd2013.1257 ◽

2013 ◽

pp. 98

Author(s):

Ioannis Makris

Keyword(s):

Musical Instruments ◽

Cross Cultural ◽

Cultural Identities ◽

Educational Tool ◽

Cultural Interaction ◽

Wide Range ◽

History Of ◽

Cultural Dialogue ◽

Teaching Music

In our increasingly diverse societies, it is essential to ensure harmonious interaction among peoples and groups with plural, varied, and dynamic cultural identities as well as a willingness to co-exist. Therefore, the fostering of dialogue among cultures and peoples can only occur on the basis of the recognition of and respect for cultural diversity. In this context, for the dialogue and the interaction across the cultures, educators need to create educational actions and strategies so that cross-cultural dialogue and interaction may take place. Philately and music are two tools that can help teachers in that direction. Philately is the study of stamps, postal history, and other related items. Philately is an incredible journey into the world of stamps which give a unique view of the history and culture of a country. Stamp collections entail a wide range of topics. In this paper, we considered it useful to confine to thematics related to music, musical instruments, great musicians, etc. The present study aims at showing how specific stamp thematics can be used as a means towards teaching music and, in particular, history of music; musical instruments; and ethnomusicology. It also aims at highlighting how students, through observation and research, can discover information about other cultures and nations by taking up a creative and affordable hobby that is both educational and fun. Last, the present research focuses on how philately and stamp collections related to music can become an effective educational tool for teachers and the educational system towards promoting cross-cultural dialogue and interaction.

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Incorporating LINE Smartphone Affordances

International Journal of Computer-Assisted Language Learning and Teaching ◽

10.4018/ijcallt.2016040104 ◽

2016 ◽

Vol 6 (2) ◽

pp. 56-73 ◽

Cited By ~ 11

Author(s):

Pin-Hsiang Wu ◽

Michael Marek

Keyword(s):

Best Practices ◽

Language Learning ◽

English Language ◽

International Communication ◽

Cross Cultural ◽

Cultural Interaction ◽

Use Of Technology ◽

Collaborative Learning Environment ◽

Research Questions

This study used MALL technology to mediate a collaborative learning environment focused on cross-cultural understanding. Research questions addressed the participants' perceptions about the role of the English language today, the use of technology to assist language learning, their attitudes about studying English via cross-cultural interaction, and their perceptions leading to instructional technology design best practices for English learning activities using LINE. Students from Japan and Taiwan wrote collaborative 700 word essays, collaborating via the LINE smartphone app. Data collection used a survey, open-ended questions at the conclusion of the study, and analysis of the actual essays. The instructional design was shown to be successful in fostering beneficial responses by the participants and a strong willingness to engage in future international communication. The affordances provided by LINE are analyzed, and best practices offered for using LINE as a platform for learning.

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The Development of Armeno-Turkish (Hayatar T‘rk‘erēn) in the 19th Century Ottoman Empire

Intellectual History of the Islamicate World ◽

10.1163/2212943x-00702011 ◽

2020 ◽

Vol 8 (1) ◽

pp. 67-100

Author(s):

Bedross Der Matossian

Keyword(s):

Identity Formation ◽

Ottoman Empire ◽

19Th Century ◽

Cross Cultural ◽

Cultural Interaction ◽

Religious Groups ◽

Tanzimat Reforms ◽

The 19Th Century ◽

The Impact

Abstract Armeno-Turkish played an important role in the lives of Armenians in the Ottoman Empire. At a time in which more than half of the Armenians of the Empire did not speak Armenian, Armeno-Turkish came to fill an important gap. It led to the proliferation of literacy among Armenians and allowed them to mark and strengthen their ethno-religious boundaries vis-à-vis other ethno-religious groups in the Ottoman Empire, while simultaneously allowing for the crossing of these boundaries which, in general, were characterized by fluidity. The 19th century represents an important phase in the development of Armeno-Turkish. Its development cannot be attributed to one factor; rather to a host of factors that include the impact of the Armenian Zart‘ōnk‘ (awakening), the spread of Catholicism and Protestantism, the impact of the Tanzimat Reforms (1839–1876), the development of Armenian ethno-religious boundaries, and the role of print culture. Finally, Armeno-Turkish raises important questions regarding identity formation, belonging, and cross-cultural interaction.

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