一个教学室中的一个转折点:南非大学的一个跨文化积极的自我民族学
1Department of Industrial Psychology & People Management, University of Johannesburg, Johannesburg, South Africa.
概括
本研究探讨了南非高等教育多元化的跨文化能力发展. 它强调了不适和错误的沟通如何通过自身民族学来促进积极的跨文化转变.
科学领域:
- 教育社会学教育的社会学
- 高等教育研究 高等教育研究
- 文化研究 文化研究
背景情况:
- 南非高等教育面临着历史不平等和资源不平等的挑战.
- 文化和语言的多样性是显著的,但跨文化能力往往是假设,而不是积极发展.
- 仅仅暴露可能不会促进深层次的跨文化理解,可能会加强舒适区.
研究的目的:
- 检查跨文化能力的终身发展过程.
- 在南非多元化的大学辅导环境中分析一个关键事件.
- 为了说明不适和错误的沟通如何导致积极的跨文化转变.
主要方法:
- 使用跨文化积极的自身民族学 (IcPosAE).
- 使用自传记忆,反射叙事和积极的反射性.
- 适用于厚度描述和分析反射性.
主要成果:
- 自动民族学追踪个人社会化和与多样性的遭遇.
- 一个关键的辅导事件打破了关于跨文化能力的先前假设.
- 这种经验被置于语言,权力,特权和机构责任等更广泛的问题中的背景.
结论:
- 跨文化能力的发展是一个复杂的,持续的过程.
- 在不同的教育环境中,不适和不良沟通是成长的潜在催化剂.
- 高等教育机构有责任培养真正的跨文化理解,而不仅仅是暴露.
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