Suchergebnisse

Political, economic, social and cultural changes of the country influence the change of the educational content. Striving to develop dynamic modern Lithuanian's and person's modern nationality, the educational content should relate to "pupils' experiences and sociocultural needs. The article presents that the development of interculturality of pupils is one of the approaches when striving to understand cultural diversity of the present-day world. The results of previous research(Bilbokaitė, 2017,2016)have revealed the lack of programmes, clear guidelines for intercultural education in the context of the different learning environments. The article describes the importance of informal education, that arises from the learner's involvement in activities that are not undertaken with a learning purpose in mind. The research aim is to reveal pupil's (of the 10th-12th Forms) opinion about the (self-)development of interculturality in informal learning environments. Quantitative research was used(sample of 727 Lithuanian comprehensive school pupils)to investigate the practical application of development of interculturality in educational environment from pupil's perspective. The research results analysed employing content analysis reveal the importance of learning from the experience as a fundamental and natural means in different environments -home, social networks, school, city, streets. A safe personal environment creates the opportunity to be self, to learn about values, variety of cultures, tolerance, acceptance of others. Pupils' opinions concerning the lack of possibilities for development of interculturality in school(during formal education)are presented.

Political, economic, social and cultural changes of the country influence the change of the educational content. Striving to develop dynamic modern Lithuanian's and person's modern nationality, the educational content should relate to "pupils' experiences and sociocultural needs. The article presents that the development of interculturality of pupils is one of the approaches when striving to understand cultural diversity of the present-day world. The results of previous research(Bilbokaitė, 2017,2016)have revealed the lack of programmes, clear guidelines for intercultural education in the context of the different learning environments. The article describes the importance of informal education, that arises from the learner's involvement in activities that are not undertaken with a learning purpose in mind. The research aim is to reveal pupil's (of the 10th-12th Forms) opinion about the (self-)development of interculturality in informal learning environments. Quantitative research was used(sample of 727 Lithuanian comprehensive school pupils)to investigate the practical application of development of interculturality in educational environment from pupil's perspective. The research results analysed employing content analysis reveal the importance of learning from the experience as a fundamental and natural means in different environments -home, social networks, school, city, streets. A safe personal environment creates the opportunity to be self, to learn about values, variety of cultures, tolerance, acceptance of others. Pupils' opinions concerning the lack of possibilities for development of interculturality in school(during formal education)are presented.

Political, economic, social and cultural changes of the country influence the change of the educational content. Striving to develop dynamic modern Lithuanian's and person's modern nationality, the educational content should relate to "pupils' experiences and sociocultural needs. The article presents that the development of interculturality of pupils is one of the approaches when striving to understand cultural diversity of the present-day world. The results of previous research(Bilbokaitė, 2017,2016)have revealed the lack of programmes, clear guidelines for intercultural education in the context of the different learning environments. The article describes the importance of informal education, that arises from the learner's involvement in activities that are not undertaken with a learning purpose in mind. The research aim is to reveal pupil's (of the 10th-12th Forms) opinion about the (self-)development of interculturality in informal learning environments. Quantitative research was used(sample of 727 Lithuanian comprehensive school pupils)to investigate the practical application of development of interculturality in educational environment from pupil's perspective. The research results analysed employing content analysis reveal the importance of learning from the experience as a fundamental and natural means in different environments -home, social networks, school, city, streets. A safe personal environment creates the opportunity to be self, to learn about values, variety of cultures, tolerance, acceptance of others. Pupils' opinions concerning the lack of possibilities for development of interculturality in school(during formal education)are presented.

Political, economic, social and cultural changes of the country influence the change of the educational content. Striving to develop dynamic modern Lithuanian's and person's modern nationality, the educational content should relate to "pupils' experiences and sociocultural needs. The article presents that the development of interculturality of pupils is one of the approaches when striving to understand cultural diversity of the present-day world. The results of previous research(Bilbokaitė, 2017,2016)have revealed the lack of programmes, clear guidelines for intercultural education in the context of the different learning environments. The article describes the importance of informal education, that arises from the learner's involvement in activities that are not undertaken with a learning purpose in mind. The research aim is to reveal pupil's (of the 10th-12th Forms) opinion about the (self-)development of interculturality in informal learning environments. Quantitative research was used(sample of 727 Lithuanian comprehensive school pupils)to investigate the practical application of development of interculturality in educational environment from pupil's perspective. The research results analysed employing content analysis reveal the importance of learning from the experience as a fundamental and natural means in different environments -home, social networks, school, city, streets. A safe personal environment creates the opportunity to be self, to learn about values, variety of cultures, tolerance, acceptance of others. Pupils' opinions concerning the lack of possibilities for development of interculturality in school(during formal education)are presented.

Political, economic, social and cultural changes of the country influence the change of the educational content. Striving to develop dynamic modern Lithuanian's and person's modern nationality, the educational content should relate to "pupils' experiences and sociocultural needs. The article presents that the development of interculturality of pupils is one of the approaches when striving to understand cultural diversity of the present-day world.The results of previous research (Bilbokaitė, 2017, 2016) have revealed the lack of programmes, clear guidelines for intercultural education in the context of the different learning environments. The article describes importance of informal education, that arises from the learner's involvement in activities that are not undertaken with a learning purpose in mind.The research aim is to reveal pupil's (of the 10th-12th Forms) opinion about the (self-)development of interculturality in informal learning environments. Quantitative research was used (sample of 727 Lithuanian comprehensive school pupils) to investigate practical application of development of interculturality in educational environment from pupil's perspective. The research results analysed employing content analysis reveal the importance of learning from the experience as a fundamental and natural means in different environments - home, social networks, school, city, streets. Safe personal environment creates the opportunity to be self, to learn about values, variety of cultures, tolerance, acceptance of others. Pupils' opinions concerning the lack of possibilities for development of interculturality in school (during formal education) are presented.

This book starts from the premise that honest and constructive dialogue between scholars and educators of interculturality, especially from different geopolitical spheres, is needed more than ever. The book is about the important and yet contested notion of interculturality notion used in different fields of research. It was co-written by two scholars who have never met before and who got to know each other intellectually and personally in the process of writing this book, using interculturality as a looking-glass. (Re-)negotiating meanings, ideologies and their own identities in writing the chapters together, the authors enter into multifaceted dialogues and intercommunicate, sharing while accepting disagreements. The co-authors different profiles in terms of geography, generation, status, preferred paradigms and multilingual identity (amongst others) are put forward, confronted, and mirrored in the different chapters, leading to the joint negotiation of aspirations concerning interculturality in communication and education. While describing their current takes on interculturality they also conduct autocritiques of their past and present engagement with the notion. The following questions are also addressed: Who is talking the most about interculturality in the world today? Whose voices are not heard? How to disrupt current hegemonies around the notion for real? And how to promote epistemological plurality in the discourses and narratives shaping our understandings of the notion? Autocritiquing is proposed as a way of unthinking and rethinking interculturality ad infinitum. This book argues that engaging with the notion requires constant self-reflection, examining ones positionality and intersectionality, listening to the voices that one projects onto the world of, e.g., research and education, and operating transformations in ones thinking, trying out new paradigms, ideologies and methods. .

Part I: Okinawan Agenda -- 1 The Okinawa U.S. Military Base Issue and Human Security -- 2 Formation and Development of an Okinawan Global Network Using an Island Hub -- 3 Ryukyu Kingdom Diplomacy with Japan and the Ming and Qing Dynasties -- 4 Language Revitalization Efforts in the Ryukyus -- Part II: International Context -- 5 Geopolitics, Self-Determination, and China's Rise in Oceania -- 6 The Similarities and Differences between Tensions over the Senkaku Islands and Dokdo Island -- 7 Taiwan's East and South China Sea Policies and the U.S. Factor -- Part III: Economic and Social Development -- 8 Small Islands Developing States and Globalization: Impacts and Development Potential -- 9 Small Island Destinations and International Tourism: Market concentration and distance vulnerabilities -- 10 Self-determination for the Communication Policy in the Pacific Islands -- Part IV: Ocean Policies -- 11 Management of Islands and their Surrounding Ocean Areas and Japan's Ocean Policy under the New Ocean Regime -- 12 The United States National Ocean Policy: Priorities, Benefits, and Limitations in the Insular Pacific -- 13 Challenges and Opportunities in Managing Remote Islands: The Australian Practice -- Part V: Indigenous Languages -- 14 Gefpago na Dinagi: Decolonization and the Chamorro Language of Guam -- 15 Ainu Languages: Correct, Good, and Less So -- 16 Welsh Language Policy: A Long Twentieth Century.

"This book aims to clarify the present situation of the relations between small island countries and territories on the one hand and the great powers, mainland areas, and mega-islands on the other, and explores how small island countries and territories preserve and build their identity under globalization. This book is divided into five parts. The first part presents papers on issues that are related to Okinawa: the American military presence, the formation of a global human network, and the history of and language revitalization in Okinawa. The second part includes papers on security in East Asia and the Pacific Region: the history of and present issues in international relations within the South and East China Sea areas. The third part presents papers on economic issues and social developments on small islands. The fourth part deals with ocean policies and marine resource management in the Pacific Region by the United States, Australia, and Japan. Finally, the fifth part presents papers on the revitalization of three Indigenous languages. All the chapters of the book are based on the achievements of the research project 'Towards New Island Studies: The Ryukyus as an academic node between East Asia and Oceania' conducted by the International Institute for Okinawan Studies at the University of the Ryukyus. This 5-year project was funded by the Japanese Ministry of Education, Culture, Sports, Science and Technology and aimed to contribute academically to the creation of sustainable and self-determinable societies in small island regions. This work will be extremely useful and informative for readers in small island countries and territories and for researchers who are interested in small island issues to understand the current situation and who wish to consider effectual and feasible solutions."--Publisher's description

In order to navigate the political and cultural realities of modern organizations, individuals must possess an accurate self-perception (Ostroff, Atwater, & Feinberg, 2004). One way to gauge the accuracy of a person's self-perception is to compare that individual's self-assessment against other people's assessments of him or her. This technique is known as self-other rating agreement (SORA). Heneman (1980) posited that development centers are an ideal setting in which to study self-assessment and SORA. The present study examined self-assessment and SORA in development centers. Particular attention was paid to exercises, competencies, and gender differences in self-ratings and SORA. Correlations and t-tests were conducted to investigate gender effects, self-rating tendencies, and SORA of participants' self-assessments of performance. Results revealed that men self-rated higher than observers on 4 of 6 exercises and 4 of 7 competencies, women self-rated accurately on 4 of 6 exercises and 6 of 7 competencies, and men self-rated higher than women on all competencies and all but one exercises. This study's sample size was undesirably small, which unfortunately precluded the investigation of two proposed hypotheses. While these findings do little to advance the theory behind SORA, they still contribute to existing literature about gender, self-assessment, and development center exercises and competencies. Provided a much larger sample size could be obtained, future research should further investigate gender effects, self-rating tendencies, and SORA of participants' self-assessments of development center performance, in the hopes of helping participants improve their self-perception.