Temat: critical cultural awareness - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: DISMANTLING INTERCULTURAL COMPETENCE – A PROPOSAL FOR INTERPRETING THE CONCEPT OF CRITICAL CULTURAL AWARENESS IN AN L2 TEACHING CONTEXT
Autorzy:: Cierpisz, Agata
Powiązania:: https://bibliotekanauki.pl/articles/443056.pdf
Data publikacji:: 2019-06-30
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:: intercultural competence
critical cultural awareness
critical reflection
reflective tasks
kompetencja interkulturowa
krytyczna świadomość kulturowa
krytyczna refleksja
zadania pobudzające refleksję
Opis:: The marginal role of intercultural competences in L2 teaching in the Polish context has recently been observed (e.g., Sobkowiak, 2015, Róg, 2016). Too general and often confusing definitions of the fundamental concepts underlying intercultural competence might be one of the rea-sons why L2 teachers reluctantly approach the idea of implementing the intercultural component into their teaching repertoires. The paper aims at discussing the importance of raising students’ critical cultural aware-ness, a central component of Byram’s (1997) model of intercultural com-petence, interpreting and extending its definition using 16 indicators or-ganised into five categories: cultural identity, decentring, reflectiveness and meta-awareness, cultural understanding, and attitudes. The paper ends with three examples of reflective tasks, based on the indicators pre-sented, which can be easily incorporated into L2 teachers’ lesson plans.
Źródło:: Neofilolog; 2019, 52/2; 227-243
1429-2173
Pojawia się w:: Neofilolog
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Lubricating culture awareness and critical thinking through humour
Autorzy:: Takovski, Aleksandar
Powiązania:: https://bibliotekanauki.pl/articles/1955690.pdf
Data publikacji:: 2021-12-30
Wydawca:: Krakowskie Towarzystwo TERTIUM
Tematy:: instructional humour
critical thinking
cultural awareness
Opis:: There is an ample evidence supporting the benefits of instructional humour, among which increased attention and interest, information retention and learning speed, more productive learning environment, a more positive image of the instructor, more efficient acquisition of linguistic and cultural competencies, an increased conversational involvement, enhanced cultural awareness and more stimulated critical thinking. However, most of the research findings rely on what is termed appropriate humor such as puns, jokes, anecdotes and alike, while potentially offensive humour that relates to sexual, ethnic, religious, political identity is generally labeled inappropriate and advised to be avoided in the classroom environment. It is in this particular context that this study seeks to test the potential of such humour, sexual and ethnic in particular, to act as a tool of increasing cultural awareness and stimulate critical thinking among university students. To do so, the study relies on an experimental class design combining few in-class and extracurricular activities created by using sexual and ethnic humour samples.
Źródło:: The European Journal of Humour Research; 2021, 9, 4; 1-19
2307-700X
Pojawia się w:: The European Journal of Humour Research
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Awareness Context and Social Recognition: Reconsidering a Case Study of “Dialogue” between Different Ethnic Persons in Japan
Autorzy:: Yamaguchi, Ken’ichi
Powiązania:: https://bibliotekanauki.pl/articles/32222606.pdf
Data publikacji:: 2023
Wydawca:: Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:: Awareness Context
Social Recognition
Consensus
Symbolic Interactionism
Grounded Theory
Critical Theory
Social Justice Inquiry
Zainichi Korean
Conflicts between Traditional Cultural Community and Modern Society
Opis:: This study incorporates Honneth’s social recognition into awareness context theory by reconsidering a case study of the dialogue between Zainichi Korean and Japanese people in Japan. It revitalizes the theoretical significance of Strauss’ symbolic interactionism in terms of its focus on power dynamics and conflicts between the majority and minorities that differ in the cultural or ethnic background in modern global society. Incorporating critical theory into symbolic interactionism is a method of enhancing its contemporary significance. However, the discrepancy between them remains unresolved. There are some previous studies on Zainichi Koreans’ dialogue and the public sphere. Still, this case uniquely fits the aim of this study. As a result, it proposes both a substantive theory as a social justice inquiry in Japanese society and a modified formal theory of awareness context by adopting the theoretical perspective coined in this study and using abductive reasoning in the reconsideration. The substantive theory proposes a joint action characterized by unending mutual recognition and pragmatist dissent as a pragmatist public sphere between different ethnic persons in Japan. It is a method of grassroots communication that realizes liberal democracy as the form of modern society in Japan, liberating people from the Japanese communitarian mindset of Wa. The formal theory proposes new awareness contexts focusing on information and social recognition, which applies to the majority-minority relationship that differs in cultural or ethnic backgrounds from a theoretical perspective by focusing on conflicts between traditional cultural communities and modern society. Additionally, as an implication of this study, a pluralistic character of symbolic interactionism united by common frameworks of formal theories is proposed.
Źródło:: Qualitative Sociology Review; 2023, 19, 3; 74-94
1733-8077
Pojawia się w:: Qualitative Sociology Review
Dostawca treści:: Biblioteka Nauki

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