US Immigration and the Cultural Impact of Demographic Change. An
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American Values Summary.Pdf
THINK Sociology R © 2010 E Carl T ISBN13: 9780131754591 P ISBN10: 0131754599 A H Visit www.pearsonhighered.com/replocator to contact your local Pearson representative. C Chapter begins on next page >> E L P M A S SAMPLE CHAPTER The pages of this Sample Chapter may have slight variations in final published form. www.pearsonhighered.com WHAT IS CULTURE? WHAT DIFFERENTIATES ONE CULTURE FROM ANOTHER? HOW DOES CULTURE INFLUENCE QSOCIOLOGICAL THEORY AND STUDY? “At different times in our history, different cities have been the focal point of a radiating American spirit. In the late eighteenth century, for example, Boston was the center of a political radicalism entrepreneurial adventures. If there is no such that ignited a shot heard round the world—a statue, there ought to be, just as there is a shot that could not have been fired any other statue of a Minute Man to recall the Age of place but the suburbs of Boston. At its report, Boston, as the Statue of Liberty recalls the all Americans, including Virginians, became Age of New York. Bostonians at heart. In the mid-nineteenth “Today, we must look to the city of Las century, New York became the symbol of the Vegas, Nevada, as a metaphor for our national 4 idea of a melting-pot America—or at least a character and aspiration, its symbol a thirty-foot- 7 non-English one—as the wretched refuse high cardboard picture of a slot machine and a from all over the world disembarked at Ellis chorus girl. For Las Vegas is a city entirely devot- Island and spread over the land their strange ed to the idea of entertainment, and as such pro- languages and even stranger ways. -
Developing Faculty Multicultural Awareness: an Examination of Life Roles and Their Cultural Components
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Professional and Organizational Development To Improve the Academy Network in Higher Education 1993 Developing Faculty Multicultural Awareness: An Examination of Life Roles And Their Cultural Components Joanne E. Cooper Virgie Chattergy Follow this and additional works at: https://digitalcommons.unl.edu/podimproveacad Part of the Higher Education Administration Commons Cooper, Joanne E. and Chattergy, Virgie, "Developing Faculty Multicultural Awareness: An Examination of Life Roles And Their Cultural Components" (1993). To Improve the Academy. 275. https://digitalcommons.unl.edu/podimproveacad/275 This Article is brought to you for free and open access by the Professional and Organizational Development Network in Higher Education at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in To Improve the Academy by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Developing Faculty Multicultural Awareness: An Examination of Life Roles And Their Cultural Components Joanne E. Cooper University of Hawaii at Manoa Virgie Chattergy University of Hawaii at Manoa This article describes the use ofnarrative to develop multicultural awareness. Faculty were asked to examine their own "internal mul ticulturalism ": how their various roles and statuses reflect differing and sometimes conflicting cultural imperatives. Findings explore points of connection and conflict experienced by faculty within the university culture and foster the negotiation and understanding of various cultures in all member of the academy. Introduction Among the central concerns of higher education today is under standing cultural diversity and how educators should respond to the needs presented by America's growing multicultural population. Cen tral to this discussion is the need for a campus climate that accommo dates cultural diversity (Levine and Cureton, 1992). -
Mental Health Clinicians Perspectives on the Role Of
MENTAL HEALTH CLINICIANS PERSPECTIVES ON THE ROLE OF ACCULTURATION IN THE PROVISION OF SERVICES TO LATINOS: A GROUNDED THEORY EXPLORATION by GABRIELA SEHINKMAN Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Social Welfare Program Jack, Joseph, and Morton Mandel School of Applied Social Sciences CASE WESTERN RESERVE UNIVERSITY May, 2020 i CASE WESTERN RESERVE UNIVERSITY SCHOOL OF GRADUATE STUDIES We hereby approve the dissertation of Gabriela Sehinkman candidate for the degree of Doctor of Philosophy*. Committee Co-Chair Dr. David Hussey Committee Co-Chair Dr. Anna Maria Santiago Committee Member Dr. Elizabeth Tracy Committee Member Dr. Susan Painter Date of Defense December 9, 2019 *We also certify that written approval has been obtained for any proprietary material contained therein. ii Table of Contents List of Tables .................................................................................................................... vii List of Figures .................................................................................................................. viii Acknowledgments ............................................................................................................. ix Abstract .............................................................................................................................. xi Chapter 1 : Introduction ...................................................................................................... 1 The Role of Acculturation in -
Embodied Culture As Procedure: Rethinking the Link Between Personal and Objective Culture1
Embodied Culture as Procedure: Rethinking the Link Between Personal and Objective Culture1 Omar Lizardo University of Notre Dame Recent developments in cognitive science and the philosophy of mind point to a radically new way of understanding the way that culture comes to be embodied in human agents. According to these emerging perspectives, persons can only embody culture in the form of procedure: context sensitive skills for the fast categorization, perception and exploitation of the response-dependent properties of objects and settings. Procedures are fundamentally and irreducibly embodied, while a lot of what we refer to as culture exists in an externalized, objectified form. This means that the format in which culture is externally encountered is radically distinct from the one in which it is embodied. This (re)opens the problematic of the linkage or interfacing between external and objectified culture, a central problem in cultural theory that became obfuscated, and spuriously “resolved” by phenomenological and functionalist theorists who presumed that culture is internalized in the same way in which it appears in external form. I close by outlining the implications for thinking of embodied culture as procedure, as well as developing novel ways of understanding how persons “interface” with the external world of objectified cultural objects and artifacts. Introduction Looking through the contemporary theoretical landscape, we find very few ways of conceptualizing the enculturation process that do not rely on the metaphorical imagery of the (format-preserving) “transfer” of objectified cultural contents from the external environment into the internal environment of the person. That is, enculturation is conceptualized—either explicitly or more commonly, implicitly— primarily as a learning process. -
Investigating New Aspects of Recuperation 1 Michael Tsangaris
Re-adapting radical forms of expression in the digital era -Investigating new aspects of recuperation 1 Michael Tsangaris To cite this version: Michael Tsangaris. Re-adapting radical forms of expression in the digital era -Investigating new aspects of recuperation 1. XIX ISA World Congress of Sociology / RC57 Visual Sociology, Jul 2018, Toronto, Canada. hal-02349016 HAL Id: hal-02349016 https://hal.archives-ouvertes.fr/hal-02349016 Submitted on 5 Nov 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. 1 Re-adapting radical forms of expression in the digital era - Investigating new aspects of recuperation1. Michael Tsangaris, University of Piraeus, Greece Undoubtedly, all past media forms held possibilities for alternative communications but most of the times commodification that turns everything into ‘Spectacle’ degenerated such options. Even some of the most experimental forms of painting, photography, music or moving images, after all, removed far away from the original ideological frames in which they were initially created, and got absorbed by the mainstream cultural industry. In fact, alternative media forms such as aggressive rock music, street graffiti or tattoos, were initially used to express distinctive youth cultural scenes or counter-movements challenging the dominant culture. -
Culture and Accompany.Indd
CULTURE CUltURE AND accomPANIMENT is called cultural imperialism, and has been identi- HOW CUltURE relates to fied by theologians as one of the “impure motives accomPANIMENT for mission.” A lens and methodology for mission today How we engage “the other” is the defining question for mission today. Because culture can enable or The ELCA Global Mission program unit defines ac- hinder our ability to engage “the other” respectfully companiment as Walking together in solidarity that and with open minds and hearts, this paper ex- practices interdependence and mutuality. In this plores culture and how it shapes and affects us and walk, gifts, resources and experiences are shared our relationships in mission. with mutual advice and admonition to deepen and expand our work within God’s mission. The concept of culture: How where we come You can find a deeper discussion of accompani- from affects what we think ment in a DVD featuring Executive Director Rev. Culture is the way that we pattern our human activi- Rafael Malpica Padilla called the 2007 Global ties and give them meaning. It’s a sort of second Mission Executive Briefing, and in the paper called “skin” of language, habits, ideas, beliefs, customs, Accompaniment: A lens and methodology for mis- social organization and values that teach us how sion today. But in brief, accompaniment is not a we eat, dress, wed or raise children. In short, cul- new theology but a new theological understanding ture is how we “do life.” of mission methodology. It is a living concept that continues to be articulated and contextualized as This shared, learned, symbolic system of values, we North American Lutherans learn from our history beliefs and attitudes shapes and influences our of mission practice and our current engagement perception and behavior. -
Impact of Acculturation on Socialization Beliefs and Behavioral Occurences Among Indo-Canadian Immigrants
Impact of Acculturation On Socialization Beliefs and Behavioral Occurences Among Indo-Canadian Immigrants ZEYNEP AYCAN * and RABINDRA N. KANUNGO ** INTRODUCTION The multicultural character of the Canada has emerged as a result of the society hosting immigrants belonging to various ethno-cultural groups. When the immigrants enter Canada, they bring with them a cultural baggage that contains a unique set of values, attitudes, socialization beliefs and behavioral norms required within the country of origin. However, as they settle in Canada, their constant interaction with the host society gradually brings about changes in these values, attitudes, beliefs, and behavioral norms. This process of transformation is known as the process of accultiuation (Redfield, Linton, &°Herskovits, 1938). Harmonious growth and maintenance of the Canadian society depends on the development of appropriate acculturation attitudes, and related socialization beliefs and practices of the various ethno-cultural immigrant groups. This study ex£imines the experience of Indo-Canadian parents and their children by identifying their acculturation attitudes, and the ways in which such attitudes are related to socialization beliefs and behaviour occurrences. The Acculturation Framework The model of acculturation attitudes proposed by Berry (1984) raises two critical questions: (a) whether or not an acculturating individual values maintaining his/her own cultural identity and characteristics, and (b) whether or not maintaining relationships with the larger society is considered to be of value to an acculturating individual (Berry, Poortinga, Segall,&Dasen, 1992). Depending on the answers to these questions, four possible altemative attitudes can be identified (Figure 1). First, the attitude of "assimilation," occurs when an acculturating individual does not wish to maintain his/her ethnic identity, but seeks relations with the larger society. -
PDF Download Intercultural Communication for Global
INTERCULTURAL COMMUNICATION FOR GLOBAL ENGAGEMENT 1ST EDITION PDF, EPUB, EBOOK Regina Williams Davis | 9781465277664 | | | | | Intercultural Communication for Global Engagement 1st edition PDF Book Resilience, on the other hand, includes having an internal locus of control, persistence, tolerance for ambiguity, and resourcefulness. This textbook is suitable for the following courses: Communication and Intercultural Communication. Along with these attributes, verbal communication is also accompanied with non-verbal cues. Create lists, bibliographies and reviews: or. Linked Data More info about Linked Data. A critical analysis of intercultural communication in engineering education". Cross-cultural business communication is very helpful in building cultural intelligence through coaching and training in cross-cultural communication management and facilitation, cross-cultural negotiation, multicultural conflict resolution, customer service, business and organizational communication. September Lewis Value personal and cultural. Inquiry, as the first step of the Intercultural Praxis Model, is an overall interest in learning about and understanding individuals with different cultural backgrounds and world- views, while challenging one's own perceptions. Need assistance in supplementing your quizzes and tests? However, when the receiver of the message is a person from a different culture, the receiver uses information from his or her culture to interpret the message. Acculturation Cultural appropriation Cultural area Cultural artifact Cultural -
Cultural Aspects of Learning Science William W
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ScholarWorks at WMU Western Michigan University ScholarWorks at WMU Scientific Literacy and Cultural Studies Project Mallinson Institute for Science Education 1997 Cultural Aspects of Learning Science William W. Cobern Western Michigan University, [email protected] Glen Aikenhead University of Saskatchewan Follow this and additional works at: http://scholarworks.wmich.edu/science_slcsp Part of the Science and Mathematics Education Commons WMU ScholarWorks Citation Cobern, William W. and Aikenhead, Glen, "Cultural Aspects of Learning Science" (1997). Scientific itL eracy and Cultural Studies Project . 13. http://scholarworks.wmich.edu/science_slcsp/13 This Presentation is brought to you for free and open access by the Mallinson Institute for Science Education at ScholarWorks at WMU. It has been accepted for inclusion in Scientific Literacy and Cultural Studies Project by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. Cultural Aspects of Learning Science with students learning science, as will be evident in the (SLCSP121) research reported in this chapter. Despite sociologists' appropriation of ideas from cultural anthropology, the two Paper presented at the 1997 annual meeting of the National disciplines (sociology and anthropology) differ Association for Research in Science Teaching, Chicago, dramatically, even in their definitions of such fundamental March 21-24 concepts as society, culture, and education (Traweek, 1992). For example, from the point of view of a Bill Cobern sociologist, teaching chemistry tends to be seen as Western Michigan University socializing students into a community of practitioners (chemists) who express in their social interactions certain Glen Aikenhead "vestigial values" and puzzle-solving exemplars. -
Check Your Bags!
Check your bags! “There is no longer Jew or Greek” (Galatians 3:28) Every human being and country has a “culture” or many “subcultures.” by Sherron George, Culture is the way we grow up doing and understanding things. It includes a Presbyterian Church (U.S.A.) mission worker in Brazil for 31 years our language, thought processes, emotions, art, food, values, principles, sports, economy, social organization, etc. We grow up with “culture” with- out realizing it. The Protestant work ethic and Puritan morality profoundly influenced American culture in the United States. Likewise, our cultural values and attitudes continue to impact our religion. One of the early pillars of American Protestant culture was that America was a “light on the hill” with a responsibility to “enlighten” the whole world. This noble idea with religious roots led to an attitude of cultural superiority. We began to believe that the “American way of life,” the American values of freedom and democracy, made us more “civilized” than other countries. Our government began to intervene in other countries with “the big stick.” When missionaries from the United States went to other parts of the world, they took the only kind of Christianity they knew, the American way of being a Christian, the American way of worship, of Puritan morality, of interpreting Scripture, of building and organizing churches. Unconsciously, this American Christianity was “imposed” on Christians around the world. Today the majority of Christians live in Africa, Asia, and Latin America. Christianity has African, Asian, and Latin American faces. When we go to other countries, we must respect, adapt to, and learn from their way of being Christian. -
Acculturation of Asian Indian Women in the United States
University of Kentucky UKnowledge Theses and Dissertations--Family Sciences Family Sciences 2012 ACCULTURATION OF ASIAN INDIAN WOMEN IN THE UNITED STATES Varudhini Kankipati University of Kentucky, [email protected] Right click to open a feedback form in a new tab to let us know how this document benefits ou.y Recommended Citation Kankipati, Varudhini, "ACCULTURATION OF ASIAN INDIAN WOMEN IN THE UNITED STATES" (2012). Theses and Dissertations--Family Sciences. 4. https://uknowledge.uky.edu/hes_etds/4 This Doctoral Dissertation is brought to you for free and open access by the Family Sciences at UKnowledge. It has been accepted for inclusion in Theses and Dissertations--Family Sciences by an authorized administrator of UKnowledge. For more information, please contact [email protected]. STUDENT AGREEMENT: I represent that my thesis or dissertation and abstract are my original work. Proper attribution has been given to all outside sources. I understand that I am solely responsible for obtaining any needed copyright permissions. I have obtained and attached hereto needed written permission statements(s) from the owner(s) of each third-party copyrighted matter to be included in my work, allowing electronic distribution (if such use is not permitted by the fair use doctrine). I hereby grant to The University of Kentucky and its agents the non-exclusive license to archive and make accessible my work in whole or in part in all forms of media, now or hereafter known. I agree that the document mentioned above may be made available immediately for worldwide access unless a preapproved embargo applies. I retain all other ownership rights to the copyright of my work. -
Difficult Secularity: Talmud As Symbolic Resource
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by RERO DOC Digital Library Published in Outlines. Critical Practice Studies 8, issue 2, 59-75, 2006 1 which should be used for any reference to this work Difficult secularity: Talmud as symbolic resource Tania Zittoun Summary Religious systems are organised semiotic structures pro- groups, while others leave religious commu- viding people with values and rules, identities, regular- nities to join secular life. Some people stay out ity, and meaning. Consequently, a person moving out of such communities, but mobilise religious of a religious system might be exposed to meaning-rup- values or fragments of systems to engage in tures. The paper presents the situation of young people a “religious bricolage”, the self-making of a who have been in Yeshiva, a rabbinic high-school, and who have to join secular university life. It analyses the personalised religious kit (Campiche, 1997). changes to which they are exposed. On the bases of However, joining a religious system, leaving this case study, the paper examines the following ques- it, or having access to religious narrative, sym- tions: can the religious symbolic system internalised by bolic objects or values do not necessarily and a person in a religious sphere of experience be mobil- immediately solve meaning needs; moreover, ised as a symbolic resource once the person moves to a these movements in themselves create rup- secular environment? If yes, how do religious symbolic resources facilitate the transition to a secular life? And tures and call for meaning-making.