"This study examined the Intercultural Communication Competence (ICC) of teachers and students at a Catholic school in Timor Leste using Zhong et al.'s (2013) developmental model. Employing a mixed-methods design, data were collected via the ICC Self-Rating Scale (ICCRS) survey, focus group discussi
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ons, and non-participant observations. A random sample of 68 teachers and 206 students participated. Quantitative data were analyzed using mode scores across eight ICC subcategories, while qualitative data underwent thematic analysis. Results showed key insights into participants' confidence and abilities, with over half of the participants being women and teachers having more international experience than students. Classroom interactions were classified into five engagement types: unequal, language, response, knowledge, and cultural. These findings informed the creation of a new contextual model and policy framework to enhance intercultural communication. This research highlights the significance of theoretical frameworks in assessing ICC and the contextual environment of participants." (Abstract)
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"This edited collection investigates the linguistics of globalisation, geopolitics and gender in workplace cultures in a range of different contemporary international settings. The chapters examine how issues of globalisation, gender and geopolitics affect professionals in different workplace contex
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ts, including domestic workers; IT professionals; teachers, university staff; engineers; entrepreneurs; CEOs of different corporates including locally based businesses as well as multinationals; farmers; co-operative leaders; NGO leaders; bloggers; healthcare assistants and caregivers. Taking different sociolinguistic approaches to exploring language and the geopolitics of gender at work in Dubai, Kuwait, Kenya, Uganda, Morocco, Nigeria, Malaysia, Turkey, Belgium, Switzerland, New Zealand, Uganda, the UK and the USA, each focuses on a range of salient geopolitical issues which often have global applicability, but which may also be subject to more localised socio-cultural variation. The chapters critically discuss issues of gendered language, perceptions and representations of workplace cultures, discrimination, the role of gendered stereotyping and deeply ingrained socio-cultural myths about gender and the importance of examining the intersections of identity - all of which continue to persist as barriers to equality and inclusion in workplaces worldwide. Despite the variation and diversity in professions and geopolitical contexts captured across the chapters, remarkably similar issues of gender discrimination and persisting inequalities are identified and critically discussed, thus pointing to the global nature of these issues." (Publisher description)
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"Combining an innovative mix of traditional chapters, autoethnography, case studies, and dialogue within an intercultural framework, the handbook focuses on the future of media education and provides a deeper understanding of the challenges and affordances of media education as we move forward. Topi
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cs range from fighting disinformation, how vulnerable communities coped with disadvantages using media, transforming educational TV or YouTube to reach larger audiences, supporting students’ wellbeing through various online strategies, examining early childhood, parents, and media mentoring using digital tools, reflecting on educators’ intersectionality on video platforms, youth-produced media to fight injustice, teaching remotely and providing low-tech solutions to address the digital divide, search for solutions collaboratively using social media, and many more." (Publisher description)
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"In this book, we attempt to integrate three different research approaches: (1) the traditional social-psychological approach that emphasizes cultural differences and how these differences influence communication, (2) the interpretive approach that emphasizes understanding communication in context,
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and (3) the critical approach that underscores the importance of power and historical context to understanding intercultural communication, including postcolonial approaches. We believe that each of these approaches has important contributions to make to the understanding of intercultural communication and that they operate in interconnected and sometimes contradictory ways. In this eighth edition, we have further strengthened our dialectical approach, which encourages students to think critically about intercultural phenomena as seen from these various perspectives." (Preface, page xx)
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"Currently, 1.5 billion people live in countries with low Intercultural Dialogue where global challenges such as absolute poverty, terrorism and forced displacement are more prevalent. To forge effective cooperation and sustain peace, strengthening Intercultural Dialogue must be a priority.For the f
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irst time, We Need to Talk presents evidence of the link between intercultural dialogue and peace, conflict prevention and non-fragility, and human rights. Building upon the groundbreaking data from the new UNESCO Framework for Enabling Intercultural Dialogue, this report highlights key policy and intervention opportunities for intercultural dialogue as an instrument for inclusion and peace. Using data covering over 160 countries in all regions, the report presents a framework of the structures, processes and values needed to support intercultural dialogue, examining the dynamics and interlinkages between them to reveal substantial policy opportunities with broad spanning benefits." (Short summary)
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"This book presents a structured yet flexible methodology for developing intercultural competence in a variety of contexts, both formal and informal. Piloted around the world by UNESCO, this methodology has proven to be effective in a range of different contexts and focused on a variety of different
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issues. It, therefore, can be considered an important resource for anyone concerned with effectively managing the growing cultural diversity within our societies to ensure inclusive and sustainable development. Intercultural competence refers to the skills, attitudes, and behaviors needed to improve interactions across difference, whether within a society (differences due to age, gender, religion, socio-economic status, political affiliation, ethnicity, and so on) or across borders. The book serves as a tool to develop those competences, presenting an innovative adaptation of what could be considered an ancient tradition of storytelling found in many cultures. Through engaging in the methodology, participants develop key elements of intercultural competence, including greater self-awareness, openness, respect, reflexivity, empathy, increased awareness of others, and in the end, greater cultural humility." (Publisher description)
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"O livro Mediações educomunicativas e interculturais entre Brasil e Moçambique apresenta pesquisas que dialogam com a perspectiva da educomunicação, da mediação tecnológica na educação formal e informal (comunitária), das tecnologias assistivas, da comunicação educativa e da arte comuni
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tária. O principal objetivo foi promover o estudo, a análise, o uso crítico e o desenvolvimento inovador de dispositivos midiáticos e tecnológicos abertos e pluralistas, seguindo o paradigma educomunicativo de formação de multiplicadores, que compreendam a importância dos mesmos para o processo de ensino colaborativo, intercultural e inclusivo, em ambientes formais e informais de aprendizagem. Ao explorar o estudo das potencialidades colaborativas e de convergência dos dispositivos midiáticos e tecnológicos na produção de narrativas multimídias e digitais, relacionando questões interculturais locais e globais, buscou também fomentar trocas de experiências educomunicativas no ensino, na extensão e na pesquisa em rede, de forma a garantir a transversalidade entre a cultura brasileira e a moçambicana. A organização do livro contempla quatro temáticas principais: perspectivas teóricas, éticas e interculturais; educomunicação inclusiva e tecnologias assistivas; práticas comunitárias em arte e comunicação; e mediação tecnológica na educação." (https://www.editorafi.org)
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"This book provides exemplars of how the Communication discipline and curriculum are responding to the demands of globalization and contributing to the internationalization of higher education. Communication as a discipline provides a strong theoretical and methodological framework for exploring the
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benefits, challenges and meanings of globalization. The goal of this book, therefore, is to facilitate internationalization of the communication discipline in an era of globalization. Section one discusses the theoretical perspectives of globalism, internationalization, and the current state of the Communication discipline and curriculum. Section two offers a comprehensive understanding of the role, ways, and impact of internationalizing teaching, learning, and research in diverse areas of study in Communication, including travel programs and initiatives to bring internationalization to the classroom. The pieces in this section will include research-based articles, case studies, analytical reviews that exam key questions about the field, and themed pieces for dialogue/debate on current and future teaching and learning issues related to internationalizing the Communication discipline/curriculum. Section three provides an extensive sampling of materials and resources for immediate use in internationalization in communication studies; sample syllabi, activities, examples, and readings will be included. In sum, our book is designed to enable communication curriculum and communication courses in other disciplines to be internationalized and to offer different approaches to enable faculty, students, and administrators to incorporate and experience an internationalized curriculum regardless of time and financial limitations." (Publisher description)
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"Ce livre aborde de manière originale les difficiles relations interculturelles, plus particulièrement les questions du vivre ensemble dans le contexte actuel où le numérique est omniprésent et la diversité culturelle de plus en plus grande. Les deux auteures ont pu constater, à partir de leu
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r expérience dans le domaine de la pratique interculturelle, à quel point la fragilisation des liens sociaux affecte les relations et crée des tensions qui aboutissent souvent en des conflits allant jusqu'à la rupture de la communication entre les personnes. Les chapitres présentent des situations concrètes vécues et proposent des solutions innovatrices pour dénouer des situations interculturelles difficiles." (Description de la maison d'édition)
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"En el pressnte artículo buscamos motivar un camino juntos, adentrando en el espíritu sinodal y en la 'canoa amazónica' para descubrir las riquezas y las amenazas que sufre este territorio, para reflexionar el camino comunicativo que debemos realizar como comunidades religiosas y como Iglesia par
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a llegar a una comunicación intercultural panamazónica" (Página 45)
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"Dieser Aufsatz hinterfragt, warum die frühe Münsteraner Interkulturalitätsforschung um Henk Prakke und seine Schüler, insbesondere Franz-Josef Eilers, keine nachhaltige Institutionalisierungschance hatte. Aus einer wissenschaftssoziologischen und fachhistorischen Perspektive werden sowohl Pfada
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bhängigkeiten innerhalb der deutschen Publizistikwissenschaft als auch die isolierte Lage des neuen Forschungsthemas in der jungen Bundesrepublik Deutschland, deren Wissenschaftslandschaft noch wenig Anschlussmöglichkeiten bot, diskutiert. Ausgehend von Münster entwickelte sich zwar ein interessiertes Forschermilieu über verschiedene akademische Statusgruppen hinweg, das allerdings zu begrenzt war, um sich durchzusetzen und interkulturelle Kommunikationsforschung 20 Jahre nach dem Ende des Zweiten Weltkriegs als Thema etablieren zu können." (Abstract)
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"This study investigates the intercultural communication dimension of the life and mission of Arnold Janssen. This qualitative study involves a textual analysis on the relevant data and verbal descriptions about Janssen’s life and mission. The results of the study show that the seed of Janssen’s
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intercultural communication was primarily rooted in his parents. Being born in a family that was enveloped by a culture of prayer and a culture of peace, Janssen cultivated an intercultural sensitivity. This seed sprouted in his personality and spirituality. It revealed that Janssen was an intercultural-and-receptive person, interested in ethnic groups, cultures, beliefs and nationalities which were different from his own. Such interests were founded by a venturesome spirit which allowed him to welcome the unfamiliarity of the other and to value such differences. Janssen’s intercultural communication dimension, then, characterizes his legacies for the Divine Word Missionaries. With the missionaries, ‘missionary letters’ were Janssen’s primary means of communication. This was a significant medium in his intercultural communication. The researcher finds that Janssen’s intercultural communication was contained in his practice of mission as dialogue. Through the lenses of mission, Janssen’s dialogue competence enabled him to bridge differing views about mission and encourage missionaries to do the same. Hence, the same spirit of dialogue as a way of doing mission has since become the spirit of the SVD and has had several implications on the formation of SVD members." (Abstract)
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"This chapter presents an overview of non-Western communication theories for cross-cultural and intercultural research. The chapter specifically focuses on selected Afrocentric and Asiacentric theories of communication because they represent communication theories whose ideas and insights spring fro
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m indigenous cumulative wisdom of non-Western cultural traditions. The chapter first explicates the significance and scope of non-Western communication theories and then reviews a total of seventeen theories within Afrocentric and Asiacentric communication scholarship. The indigenous theories under review are classified into three philosophical categories: 1. six theories predicated on Asian ontological worldviews; 2. four theories derived from African and Asian epistemological foundations; and 3. seven theories guided by African and Asian axiological parameters. The present chapter concludes by discussing future challenges of non-Western communication theorizing." (Abstract)
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"O material aqui divulgado representa, em essência, a contribuição do VII Encontro Brasileiro de Educomunicação ao V Global MIL Week, da UNESCO, ocorrido na ECA/USP, entre 3 e 5 de novembro de 2016. Estamos diante de um conjunto de 104 papers executivos, com uma média de entre 7 e 10 páginas,
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cada um. Com este rico e abundante material, chegamos ao sétimo E-book publicado pela ABPEdu-com, em seus seis primeiros anos de existência. A especificidade desta obra é a de trazer as “Áreas de Intervenção” do campo da Educomunicação, colocando-as a serviço de uma meta essencial ao agir educomunicativo: o diálogo intercultural." (Plano de leitura e de pesquisa, página 14)
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"A partir de una perspectiva antropológica, este análisis debate acerca de la construcción de la imagen delimitada por el contexto cultural y la incidencia de este proceso en el lugar social de las personas. Asimismo, comparte propuestas para el desarrollo de una comunicación intercultural a tra
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vés de la comprensión de la figura del otro." (Reverso)
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"Sind wir Deutschen typisch deutsch oder doch ganz anders, als die Welt und als wir selber denken? 25 Deutschlandkorrespondenten aus aller Welt berichten von ihren Alltagserfahrungen – von A wie Ämter bis Z wie Zuverlässigkeit. Sie erzählen, was aus ihrer Sicht das Typische an uns Deutschen ist
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: zum Beispiel die Pünktlichkeit. Doch warum muss Akiko Yamashita aus Japan dann bei Verabredungen ein ums andere Mal auf Deutsche warten? Aber der Fleiß, der ist doch typisch deutsch! Das dachte Kapka Todorova aus Bulgarien auch, deswegen wundert sie sich noch immer, wie voll die deutschen Cafés auch tagsüber sind. Das Bier, das ist doch nun wirklich typisch deutsch. Ja, das bestätigen die Korrespondenten von Taiwan über Russland bis in die USA. Auch das Brot. Der Sonntag. Und die Ämter. Ein bisschen verrückt spielen wir Deutschen wohl bei der Mülltrennung. Ein ganzes Buch könnte man mit den Regeln dafür füllen, meint Evelyn Peternel aus Österreich. Xuejun Feng aus China hat im deutschen Studentenwohnheim wiederholte Lehrvorführungen des Hausmeisters dazu erhalten. Ach so, die Deutschen sind ja Weltmeister. Im Fußball. Im Export. Im Jammern. Aber vor allem im Frühstücken! Diese Eigenart findet Thibaut Madelin als Franzose im Alltag sehr hinderlich." (Verlagsbeschreibung)
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