Mentoring Within the Field of Counseling: A Preliminary Study of Multicultural Perspectives

Although the concept of mentoring is receiving increasing attention in the counseling field, the intersection between multiculturalism and mentoring has not been formally addressed. This article explores mentoring relationships between faculty and students within counselor education from a multicultural perspective. Semi-structured interviews were used to explore African American, Asian American and Latina/o American counselor education graduate students’ perspectives on mentoring. Three similar themes (trust/comfort/honesty; respect; and teacher/student/guide) emerged for all three racial/ethnic groups as important key elements in the mentoring relationship, but with some distinctive culturally relevant variations in emphasis. Also, all three groups to some degree reported that having a mentor who was culturally competent and sensitive was helpful, adding further weight to the view that cultural issues play a role in mentoring relationships. Implications of the findings are discussed.     

Re-imaging and re-constructing cross-cultural research through critical personal narratives: an examination into fault lines

In this paper, the authors illustrate the impacts of their cross-cultural research in Africa, on their current work in science and STEM education. Through the examination of two research projects in cross-cultural settings in Africa, the authors explore the lasting impacts of this type of work. Specifically, through the use of Critical Personal Narratives and feminist theory, the authors discover fault lines existing in this cross-cultural work and ultimately the shifts in their conceptions of science and STEM education.     

International teachers negotiating 21st century science classrooms: a question of hybridized identities and pedagogical imaginaries

International high school science teachers are crossing international and cultural borders to teach, raising important issues in education. In this article, we describe the cross-cultural assessment challenges that four international science teachers encountered when they migrated to teach in the United States. These included differences in grade expectations for a given quality of work, the weight given to final examinations, the assessment process, and cutoff scores for letter grades. To become proficient in their new teaching contexts, the participating teachers had to modify (or hybridize) their assessment philosophies and practices in order to conform to the expectations of their new schools. This hybridization process ushered them into what is proposed as the Pedagogical imaginary; a transitional space between the ``purity' of their native educational conventions and that of their American schools. The implications of these findings are discussed in hopes of improving high school science teaching experiences for international science teachers. Deborah J. Tippins is a Professor in the Department of Mathematics and Science Education at the University of Georgia. She served as a Fulbright Scholar in the Philippines where she continues to explore notions of community-based science education. Her research interests include culturally relevant pedagogy, case-based science teaching and learning and post-structuralist feminist pedagogy and research. She is intensively involved in professional development of PreK-8 science teachers. In her spare time she likes to play tennis, travel and take her dog for long walks. Lorie Hammond is an Associate Professor in the Department of Teacher Education at California State University at Sacramento. Her work centers on community-based multicultural science education. For the past 10 years she has been leading action research projects centered in school-community gardens in diverse urban schools which serve as food security, oral history, science education, and service learning sites involving children, parents, teachers, and pre-service teachers. Lorie just co-edited a book, Innovations in educational ethnography: Theory, methods and results (2006), with George Spindler, and is finishing a book on how teachers can teach and learn with immigrant communities. She has recently been engaged in ethnographic and international research with immigrant women, developing relational and equalizing models of teaching and learning in immigrant communities. Charles B. Hutchison is an Assistant Professor at The University of North Carolina at Charlotte. He is the author of the book, Teaching in America: A cross-cultural guide for international teachers and their employers, and the upcoming book, Teaching diverse and urban learners: Research, best practices, and lesson planning. He is the recipient of Recognition and Key to the City of Boston, and has appeared on, or been featured by local and international news media. He was recently invited to participate in the Oxford Round Table at Oxford University, England. He teaches and provides professional development in science education, cross-cultural and urban education, and instructional strategies for diverse learners.     

文化心理学的兴起背景和基本特征

文化心理学是一个新兴的心理学取向,其兴起的背景:主流心理学的困境、非主流心理学的启发、后现代思潮的反思．文化心理学是把文化纳入心理学,将人置于社会文化背景中,研究文化和心理的关系的一门学科,其主要研究方法有现象学、释义学和民族志方法．同时,文化心理学与跨文化心理学、本土心理学既有区别,又有联系。     

An Aboriginal way towards curriculum reconciliation

ABSTRACT

This paper introduces the context and design of an institutional educational development grants program, Jindaola, which reflects an Aboriginal way towards reconciling Indigenous and non-Indigenous Knowledges in the Australian higher education curriculum. The program is unique in two ways: it foregrounds the voice of Aboriginal local Knowledge Holders in the design and implementation of the program; and, rather than focussing on embedding predefined ‘packages’ of Indigenous Knowledges and pedagogies into curricula, the approach adheres to Aboriginal methods for conducting business and maintaining knowledge integrity, by taking interdisciplinary teams of academics on a journey towards what we are calling ‘curriculum reconciliation’.     

试论大学生语用能力的培养

成功的交际取决于得体的表达形式。培养学生语境判断能力，用真实的材料培养学生的跨文化交际意识，结合语言教学导入语用知识，是培养和提高大学生语用能力的重要课题。     

论商务口译中的跨文化意识

本文分析了商务口译中跨文化意识的重要性及其表现,说明培养跨文化意识是当务之急。着重强调了在利用显性手段的同时重视对口译者跨文化意识隐性的培养,使口译者在具备训练有素的语言驾驭水平同时,充分调动跨文化意识,参与交际,有效地推动国际商务活动的开展。     

基于主观文化视角的西方跨文化管理理论综述

国际商务环境下,文化的差异可以影响企业的运作行为和经营效益,制约着企业的整体发展规划,能协调管理者和员工之间的关系,决定着组织机构的工作效率。因此如何使文化差异转变为跨文化管理过程中的有利资源是至关重要的。合理有效的跨国管理策略是增强市场竞争力的重要力量,而它的制定需要跨文化管理理论的技术支撑。面对多元化的市场机遇和挑战,要想使跨国公司发挥出自身的潜在优势,对西方跨文化理论进行综述是具有极其重要的现实意义和理论价值。     

Detecting Bouts of Physical Activity in a Field Setting

Abstract

The purposes of this study were to assess the TRITRAC® and CSA® for: (a) interaccelerometer agreement; (b) agreement in detecting patterns of moderate-intensity physical activity; and (c) agreement in detecting walking patterns recorded in a diary. Thirty-one women wore both the TRITRAC® and CSA® accelerometers for three consecutive days. Interaccelerometer agreement (measured with generalizability coefficients) ranged from .88 to .99. In total, 71.3% of the accelerometers' patterns agreed in length, with CSA® patterns being on average significantly longer. Interaccelerometer agreement in detecting patterns of brisk walking, as recorded in a diary, was comparable (69.4%). Interaccelerometer discrepancies may be related in part to the threshold employed by each instrument for classifying moderate intensity patterns.