Te Atiawa Paake: Reflections on the playgrounds of my life

<p>This thesis is about constructing an indigenous autobiographical narrative of my life as an Aotearoa/New Zealand Te Atiawa Iwi Paake, adult, Maori woman teacher, claiming Maori/Pakeha identity. Three Maori theoretical approaches underpin the thesis: Kaupapa Maori; Mana Wahine, Maori Feminism; and Aitanga. Kaupapa Maori takes for granted being Maori; Maori language, te reo Maori; and tikanga, Maori cultural practices. Whakapapa, Maori descent lines and Pakeha genealogy connect with Maori/Pakeha identity. Mana Wahine, Maori Feminism, is about how Maori women live their lives and view their worlds. Aitanga relates to the distribution of power and Maori as active participants in social relationships. Eight decades of problematic, complex, multi-layered, multi-sited, multi-faceted life experiences of one Maori woman teacher are explored. Memories and events are presented through a metaphor of ‘play’ in a socially constructed milieu of power relationships, language and dialogic encounters reflected upon and analysed. Three main recurring themes of Whakapapa and Identity, Cultural Navigation and Cultural Flexibility, Resilience and Endurance, are woven into the thesis fabric.</p>

Te Atiawa Paake: Reflections on the playgrounds of my life

<p>This thesis is about constructing an indigenous autobiographical narrative of my life as an Aotearoa/New Zealand Te Atiawa Iwi Paake, adult, Maori woman teacher, claiming Maori/Pakeha identity. Three Maori theoretical approaches underpin the thesis: Kaupapa Maori; Mana Wahine, Maori Feminism; and Aitanga. Kaupapa Maori takes for granted being Maori; Maori language, te reo Maori; and tikanga, Maori cultural practices. Whakapapa, Maori descent lines and Pakeha genealogy connect with Maori/Pakeha identity. Mana Wahine, Maori Feminism, is about how Maori women live their lives and view their worlds. Aitanga relates to the distribution of power and Maori as active participants in social relationships. Eight decades of problematic, complex, multi-layered, multi-sited, multi-faceted life experiences of one Maori woman teacher are explored. Memories and events are presented through a metaphor of ‘play’ in a socially constructed milieu of power relationships, language and dialogic encounters reflected upon and analysed. Three main recurring themes of Whakapapa and Identity, Cultural Navigation and Cultural Flexibility, Resilience and Endurance, are woven into the thesis fabric.</p>

Kecerdasan budaya dan penyesuaian diri dalam konteks sosial budaya pada mahasiswa Indonesia yang kuliah di luar negeri

Penelitian ini bertujuan untuk mengetahui hubungan kemampuan penyesuaian diri dalam konteks budaya yang berbeda dengan kecerdasan budaya pada mahasiswa Indonesia yang kuliah di luar negeri. Kemampuan penyesuaian diri dalam konteks budaya adalah kemampuan dan kompetensi untuk dapat menyesuaikan diri dalam lingkungan yang baru dengan melihat kesulitan yang dihadapi dalam keseharian dalam konteks budaya yang berbeda. Kecerdasan budaya merupakan kemampuan individu untuk memelajari, mengelola, dan berinteraksi agar dapat bekerja secara efektif dengan masyarakat yang berbeda budaya. Kecerdasan budaya memiliki dua dimensi yaitu internalized cultural knowledge intelligence (ICK) yang membahas kemampuan kognitif dan effective cultural flexibility (ECF). Partisipan dalam penelitian ini ialah 105 mahasiswa Indonesia yang berkuliah di luar negeri saat berpartisipasi dalam penelitian ini. Data penelitian diolah dengan korelasi parsial dengan mengontrol jenis kelamin dan penggunaan bahasa Inggris. Hasil yang diperoleh dalam penelitian ini adalah ICK memiliki hubungan yang signifikan dengan penyesuaian diri dalam konteks budaya, sedangkan ECF tidak berhubungan signifikan dengan penyesuaian diri dalam konteks budaya. Hasil penelitian ini menekankan pentingnya mahasiswa untuk lebih mendalami kebudayaan dan segala aspek yang terdapat di negara tujuan agar dapat beradaptasi dengan baik.

Collaborative Development and Implementation of a Video-Based Curriculum Expansion to Improve Refugee Women’s Birth Experiences in the United States

Many refugee and immigrant women in the United States experience cultural and language barriers when seeking pregnancy-related medical care. Such barriers may delay needed care and adversely impact birth outcomes. Embrace Refugee Birth Support (Embrace) in Clarkston, Georgia, supports pregnant refugee women by offering birth education classes in the women’s primary languages. Our academic–practice partnership designed and implemented a series of birth education videos for Embrace participants. Based on input from former participants, the partnership team created video scenarios that could be embedded into Embrace’s existing didactic curriculum. The videos addressed common challenges and learning needs identified by previous participants. All videos were filmed in the participant’s primary languages (Swahili and Kinyarwanda) and featured actual Embrace graduates who spoke the languages. Then, Embrace trainers used the video scenarios to augment teaching on birth preparedness and foster participant discussion during class sessions. After implementation, a focus group with participants in the video-expanded class reported the videos were well received, understood, and practically related to their pregnancy needs. Overall, participants reported that video scenarios were an important part of their learning and skill development, as well as a positive experience. Embrace has plans to continue creating native language educational videos for additional languages and birth-related topics. The academic partner’s attempts to measure video impact with standardized quantitative instruments at baseline were terminated. The substantive revisions in data collection strategies highlight the need for cross-cultural flexibility and the potential for unforeseen barriers when using quantitative research tools among non–English-speaking participants.

Living nan lonbraj la: Haitian Immigrant Young People Writing Their Selves Into the World

Background Immigrant young people face many challenges in reconciling sociocultural differences that exist in their day-to-day experiences (e.g., school, home, peers), which raises important questions for how school settings can support these students’ navigation of these experiences. Much is yet to be learned about the manifestation processes for these young people. This is especially true for Haitian immigrant young people as they encounter racio-cultural dynamics in the U.S. (e.g., through racism and classism) as they work to construct their Haitianness and straddle the different cultural domains they live out. Context This article focuses on understanding the lived experiences of three Haitian immigrant young people. The young people included two siblings (ages 22 and 16) and a third child (age 8). Interview methodology was used in order to capture stories from the viewpoint of the young people. The mothers of these young people were also interviewed in order to corroborate the young peoples’ experiences and understand greater contexts of their families. Purpose The purpose of this study was to examine the experiences (e.g., tensions, cultural flexibility) of the three focal young people of how they fashioned various identifications of Haitianness. Two siblings were selected in order to analyze how their experiences of growing up in the same family might yield (dis)similar experiences, and the third child, who was the youngest interviewee, was selected to understand how various identity decision-makings were beginning to be formulated at a younger age. The student interviews specifically focused on background information (i.e., age, school attended), stories told to them by family members or those outside the home about Haiti, how they self-identify and why, perceptions of them in school, what people knew about them in school and what they didn't know about them and why, literacy practices at home and at school, and their lived experiences with friends and family members. In addition, the parent interviews helped us to delve into the parents’ expectations and their successes and difficulties in raising children with a Haitian background in the U.S. Findings The findings unveiled very different experiences for each of the three focal young people that showed tensive and unproblematic decisions they made as they navigated what it meant to be a Haitian immigrant. While some of the individuals’ choices preserved more Haitian heritage than others, their decisions revealed how they each occupied plural consciousnesses as they postured varying racial and linguistic selves at school and home. Examples of student choices included acclimating to dominant (“white”) views of what it meant to excel in school settings, setting one's self academically apart from peers in order to be beyond reproach, creating private networks of friends who provided cultural validation, viewing one's self as race-less, ascribing to Haitian work values, tying particular language abilities to cultural identities, and masking ethnic heritage at school.

FORMAÇÃO MILITAR:

Este artigo pretende trazer à reflexão a importância da abordagem da Inteligência Cultural na formação dos militares das Forças Armadas brasileiras, diante do mundo moderno e em constante evolução, em que os efeitos da globalização expõem cada vez mais as pessoas ao contato e ao relacionamento com culturas distintas, estando essa comunicação sujeita a impactos positivos ou negativos. Assim, para interagir de maneira eficiente com indivíduos de culturas distintas, são requeridos aprendizado e treinamento. Diante dessa conjuntura, a Inteligência Cultural reveste-se de grande importância em todos os escalões envolvidos, uma vez que introduz a ideia de flexibilidade cultural, dentro da perspectiva defendida por Thomas e Inkson (2006), que concebem o desenvolvimento de habilidades que capacitem um indivíduo a lidar com realidades diversas. Como resultado da importância do exercício de tais habilidades, vem crescendo o treinamento de competências multiculturais nas academias militares. Portanto, recorre-se aos estudos sobre o currículo para refletir sobre o que se espera, hoje, da formação dos militares, entendendo a Inteligência Cultural não como uma disciplina a ser incluída nos currículos de formação, mas como um referencial para o desenvolvimento das habilidades interculturais. This article intends to bring to reflection the importance of the approach of cultural intelligence in the Brazilian Armed Forces military formation due to modern and ever-evolving world where the effects of globalization increasingly expose people to contact and relationships with distinct cultures, and this communication is subject to positive or negative impacts. Thus, in order to interact efficiently with individuals from different cultures, learning and training are required. Given this situation, cultural intelligence is of great importance in all the involved levels, since it introduces the idea of cultural flexibility, within the perspective defended by Thomas and Inkson (2006), that conceive the development of skills which enable an individual to deal with diverse realities. As a result of the importance of the exercise of such abilities, the training of multicultural competences in the military academies has grown. Therefore, curriculum studies are used to reflect on what is expected today from the training of the military, understanding cultural intelligence not as a discipline to be included in training curricula, but as a reference for the development of intercultural skills. Este artículo pretende traer a la reflexión la importancia del abordaje de la Inteligencia Cultural en la formación de los militares de las Fuerzas Armadas brasileñas, frente al mundo moderno y en constante evolución, donde los efectos de la globalización exponen cada vez más a las personas al contacto y a la relación con culturas distintas, estando esta comunicación sujeta a impactos positivos o negativos. Así, para interactuar de manera eficiente con individuos de culturas distintas, se requiere aprendizaje y entrenamiento. Ante esta coyuntura, la Inteligencia Cultural se reviste de una gran importancia en todos los escalones involucrados, ya que introduce la idea de flexibilidad cultural, dentro de la perspectiva defendida por Thomas e Inkson (2006), que conciben el desarrollo de habilidades que capaciten a un individuo a lidiar con realidades diversas. Como resultado de la importancia del ejercicio de tales habilidades, viene creciendo el entrenamiento de aptitudes multiculturales en los gimnasios militares. Por lo tanto, se recurre a los estudios sobre el currículo para reflexionar sobre lo que se espera, hoy, de la formación de los militares, entendiendo la Inteligencia Cultural no como una disciplina a ser incluida en los currículos de formación, sino como un referencial para el desarrollo de las habilidades interculturales.

Cultural intelligence and mindfulness: teaching MBAs in Iran

Purpose A dynamic global economy has increased the need for cross-cultural flexibility and cultural intelligence (CQ). While a large literature has examined various means to increase CQ in student and expatriate populations, its importance for teachers in cross-cultural settings has been largely unexamined. This paper aims to use the experiences of a group of professors in an MBA programme in Iran to investigate the effect of their activity on their cross-cultural skills. Design/methodology/approach Using structured interviews and content analysis, the authors draw on the experiences of business faculty from a Canadian business school who helped deliver an MBA programme in Iran to investigate how their experiences in a country new to them were reflected in the components of CQ. Findings Using an established model of CQ, the authors find contributions to all three facets, knowledge, mindfulness and behaviour, indicating that such exchanges can be regarded as important for students and teachers alike in an international educational context. Originality/value With more and more teaching extending across cultural boundaries in both domestic and international settings, the capacity of instructors to read, interpret and react to the attitudes, beliefs and behaviours of their students is an important factor in the success of these programs. To this point, at least within the business education literature, the influence of such encounters on the instructors involved has been neglected.

KECERDASAN BUDAYA DAN PENYESUAIAN DIRI DALAM KONTEKS SOSIAL-BUDAYA PADA MAHASISWA INDONESIA YANG KULIAH DI LUAR NEGERI

— This study aims to investigate the relationship between the sociocultural adjustment and cultural intelligence in Indonesian students who study abroad. Sociocultural adjustment is the ability and competence to adapt in a new environment by facing everyday life difficulties in different cultural contexts. Cultural intelligence is an individual's ability to learn, manage, and interact in order to work effectively with culturally different societies. Cultural intelligence has two dimensions: internalised cultural knowledge intelligence (ICK) and effective cultural flexibility (ECF). Participants in this study were 105 Indonesian students who studied abroad at the time they participate. The data was processed with partial correlation by controlling for sex and the use of English. The results showed that ICK has a significant relation to sociocultural adjustment, while ECF is not significantly related to sociocultural adjustment. The findings highlight the importance of students to deepen the cultural and all aspects of the destination country in order to adapt well.Abstrak — Penelitian ini bertujuan untuk mengetahui hubungan kemampuan penyesuaian diri dalam konteks budaya yang berbeda dengan kecerdasan budaya pada mahasiswa Indonesia yang kuliah di luar negeri. Kemampuan penyesuaian diri dalam konteks budaya adalah kemampuan dan kompetensi untuk dapat menyesuaikan diri dalam lingkungan yang baru dengan melihat kesulitan yang dihadapi dalam keseharian dalam konteks budaya yang berbeda. Kecerdasan budaya merupakan kemampuan individu untuk memelajari, mengelola, dan berinteraksi agar dapat bekerja secara efektif dengan masyarakat yang berbeda budaya. Kecerdasan budaya memiliki dua dimensi yaitu internalized cultural knowledge intelligence (ICK) yang membahas kemampuan kognitif dan effective cultural flexibility (ECF). Partisipan dalam penelitian ini ialah 105 mahasiswa Indonesia yang berkuliah di luar negeri saat berpartisipasi dalam penelitian ini. Data penelitian diolah dengan korelasi parsial dengan mengontrol jenis kelamin dan penggunaan bahasa Inggris. Hasil yang diperoleh dalam penelitian ini adalah ICK memiliki hubungan yang signifikan dengan penyesuaian diri dalam konteks budaya, sedangkan ECF tidak berhubungan signifikan dengan penyesuaian diri dalam konteks budaya. Hasil penelitian ini menekankan pentingnya mahasiswa untuk lebih mendalami kebudayaan dan segala aspek yang terdapat di negara tujuan agar dapat beradaptasi dengan baik.

Retuning a Provincialized Middle Class in Asia’s Urban Postmodern

How have city populations in Asia contributed to these transformations in recent decades? As illustrated in chapters in Worlding Cities (Roy and Ong 2011), they have experienced unprecedented volatility in life and work due to intense flows of capital, technology, migrant workers, cultural resources, and fundamental changes in political sovereignty. A rising, predominantly expatriate, middle class in Dubai banks on the city’s future, and that in Mumbai lives for the present, Bollywood style (pp. 160–81). However, a provincialized middle class in Hong Kong seems painfully aware of its having overdrawn past advantages. The emergence of China as a global power provides Hong Kong with opportunities but exacerbates its vulnerabilities. Circulation of its population is key for future survival or aggrandizement. But in the postwar decades, Hong Kong’s diverse migrant population has become grounded, homogenized, and inward looking. With limited political vision, institutional resources, and cultural flexibility, the city and its residents might not have the compass to navigate an intensely competitive China and a connected Asia that are quite beyond their imagination. What are the future “worlding” prospects for a city if its citizens lack the confidence to move forward?