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This study delves into the cultural significance and educational potential of Hua'er folk songs within the Hui ethnic communities of Gansu and Ningxia in northwest China. By positioning Hua'er as an indispensable educational tool in folk song history, the research seeks to safeguard and elevate this revered musical tradition. Employing literature reviews, immersive fieldwork, questionnaire surveys, interviews with four significant contributors, and direct observations, the study sheds light on the importance of Hua'er music as a cultural legacy. These insights offer valuable guidance for educators, cultural institutions, and future research initiatives. Through a detailed exposition of the research methodology, this study enriches our understanding of the diverse landscape of Chinese folk song history, presenting avenues for further exploration and practical application in educational contexts.

The use of virtual museums in cultural transfer is an interdisciplinary approach of significant importance. Virtual museums play a crucial role in cultural transfer by digitally preserving cultural heritage. This article examines the educational role of virtual museums as a key tool in cultural transfer, particularly in the context of representing Ottoman works in virtual museums. Museums, indispensable elements of cultural transfer and education in contemporary society, have gained the opportunity to reach wider audiences by transitioning into the digital realm. In this context, the representation of Ottoman works in virtual museums and its role in cultural transfer are highlighted. Virtual museums hold great educational potential. It is well recognized that the representation of Ottoman works in virtual museums has educational effects such as expanding learning environments, facilitating access to knowledge, and increasing cultural awareness. Therefore, the representation of Ottoman works in virtual museums, especially in the field of education, is addressed. This study evaluates the role of the representation of Ottoman works in virtual museums in cultural transfer and education, thus demonstrating the educational potential of virtual museums. The research illustrates that virtual museums serve as significant tools for the preservation and dissemination of cultural heritage, and the representation of Ottoman works in virtual museums contributes to this process. Using Ferdinand de Saussure's theory of signs, signifier, signified, this study examines the representation and educational role of Ottoman works in virtual museums.

The background of this research is the need for teacher innovation in developing digital-based learning media in Indonesian language learning. The research method used is research and development (R&D) with the analysis, design, develop, implement, and evaluate (ADDIE) model, which consists of five research stages: analysis, planning, development, implementation, and evaluation. Data collection techniques are questionnaires, in-depth interviews, observations, and documentation that present the results regarding innovation, features, applications, and the impact of using the "benkangen" game in learning Indonesian in elementary school. The subjects of this study were 25 teachers from 25 elementary schools, and 66 students from 10 elementary schools in Magelang district and Magelang city. The results showed innovation in the development of game applications based on Magelang local wisdom with game features in the form of puzzles of Magelang culture and local wisdom, Indonesian language learning materials packaged in the form of questions accompanied by the number of points in each answer, and audio that reflects local wisdom in Central Java. The novelty of this research is the development of the "benkangen" game based on Magelang local wisdom, which still needs to be developed by teachers in Indonesia. Future research needs to explore the innovation of Indonesian language learning games through the latest software.

Team-assisted individualization (TAI) learning accommodates the primary school students' learning activities through the cooperative and individual learning models. The study aims at investigating students' TAI cooperative and conventional learning models among third-graders' thematic subjects two public primary schools in Klaten district, Indonesia. A quasi-experimental research design was applied by involving 20 experiment and 18 control groups respectively. Data collection used the multiple-choice tests of thematic subjects to measure the third-graders' TAI cooperative and conventional learning in arts, culture, and life skills and Indonesian subjects. Data analysis used a non-parametric statistic to prove the mean difference test in two or more groups, descriptive test, T-tests, Mann Whitney-U test, and N-gain test. The results showed an increase in the experiment group higher than in the control group. However, there was no significant difference between the experiment and control groups after examining the multiple-choice tests. The results supported the thematic subjects of the characteristics of living things in arts, culture, and life skills, and Indonesian teaching since proving the third-graders' learning improvement naturally and objectively. This study concludes that TAI's cooperative and conventional learning models accommodate the learning activities although its implication does not contribute significantly.

Oral folklore tradition is a unique phenomenon in West Borneo. This study aims to gain the lecturer's perspectives and reflection toward its implementation as a project-based activity for encouraging university students to transform local folklore into texts in English. It combines Finnegan's instructional procedure, and Gordon's synectic model and the creative state, which has been defined as creative instruction. Multiple observations and an in-depth interview with the folklore lecturer were conducted for this qualitative investigation. The lecturer is recognized as being exceptionally representative of this study employing purposive sampling under lived experience study because of his proficiency and enthusiasm. Having this creative instruction under supervision makes it clear that there is more room for the student's imagination and creativity to grow throughout this project-based activity. It gives them freedom to freely pursue their interests. Without excluding the possibilities of use in areas where there is still local folklore, this creative instruction is specifically suited for regions that are still rich in oral tradition. Further research is essential, nevertheless, as this study does not go into great detail on the perspectives and involvement among various students, the diversity of cultures and geographies, or the advancement of artificial intelligence (AI).

Opera is considered a significant part of cultural heritage in many societies. In the South African context, opera has a rich history and has contributed to the development of various art forms. Opera has continued to play a significant role in preserving and promoting cultural diversity in South Africa. Opera production contribute to the economy by creating jobs for artists, musicians, technicians, and other professionals. Additionally, opera events can attract tourism and boost local economies. Public funding for opera may be seen as an investment with economic returns. The purpose of this article is to examine the funding of opera in South Africa against the backdrop of a changing cultural landscape. It aims to investigate whether opera should continue to receive funding or if it should be accepted as a fading cultural form. Employing a qualitative approach, ten participants, including opera company managers and artists, share their perspectives through semi-structured interviews. Colaizzi's phenomenological data analysis method reveals key themes of financial viability, challenges, and opportunities. Findings were presented in themes and supported by quotes from research participants. Opera company managers and artists shared valuable insights into financial viability, challenges, and opportunities. Strategic collaborations, revenue diversification, and the pivotal role of public funding emerged as central themes. The findings shed light on the adaptive measures undertaken by stakeholders in response to the changing cultural and financial climate. The conclusion synthesises the key findings, emphasising the resilience of South African opera in the face of funding challenges. It underscores the importance of balancing financial support and cultural acceptance for sustained vitality. The study contributes to ongoing discussions on the intersection of funding, cultural relevance, and the future of opera in South Africa.

This research aims to compare the social studies curricula of Thailand and New York State, USA, analyze their similarities and differences, and propose guidelines for improving the Thai social studies curriculum. The study employed a qualitative research methodology, using documentary analysis of the Thai Basic Education Core Curriculum B.E. 2551 (Revised B.E. 2560) in the social studies, religion, and culture learning area, and the New York State K-12 Social Studies Framework. The findings revealed that the social studies curricula of Thailand and New York State differ in many aspects, including their fundamental philosophies, goals for student development, curriculum structures, learning content, and instructional approaches. The Thai curriculum emphasizes cultivating morally good citizens with a love for the nation, while the New York curriculum focuses on developing knowledgeable, skilled citizens who actively participate in a democratic society. In today's rapidly changing world, the development of Thailand's social studies curriculum should foster 21st-century skills, digital citizenship, and a sense of global citizenship among learners while maintaining Thai identity and values. Policy-level recommendations include creating a new vision, designing a flexible curriculum, developing online platforms, and integrating artificial intelligence. At the practical level, suggestions include creating community learning innovations, using the city as a classroom, developing a competency-based curriculum, and building learning communities with local partners.

Chinese traditional calligraphy is an important part of Chinese culture, with rich cultural value, historical value, artistic value and educational value. Traditional calligraphy art has shown new characteristics in the current era. This research objectives are: 1) to study the historical development and cultural value of Chinese calligraphy; 2) to analyze the current situation and issues of Chinese calligraphy; 3) to identify the way in which inheritance and literacy of Chinese calligraphy art can be protected. This research adopts qualitative methods, collecting field data through literature document, surveys, interviews, observations, and group discussions. Our results summarize the multiple eras through which the historical development of Chinese calligraphy took place. Our study focused on the content and artistic styles of Chinese calligraphy, categorizing its development into four periods; namely (i) Primitive Society to 2070 BC, which is characterized by pictographic writing and primitive symbols, (ii) 2070 BC to 221 BC, the period of formation of written characters and invention of the writing brush and ink, (iii) 221 BC to 589 AD, characterized by the standardization of Xiaozhuan and the invention of papermaking, and (iv) 589 AD to 1905 AD characterized by development and refinement of the five script styles influenced by the imperial examination system. Our results also depict the current situation and problems of Chinese calligraphy and the problems it faces. Finally, the results also show the multiple ways in which Chinese calligraphy could be preserved. As an excellent cultural heritage, traditional Chinese calligraphy art will shine with new light in modern society.

The Chinese Luoyang Quju Opera holds significant cultural importance in Henan Province. Despite its historical richness, this art form confronts challenges amidst modernization and evolving entertainment preferences. This study investigates literacy strategies for preserving and contemporaneously developing the Chinese Luoyang Quju Opera. The research in Luoyang engages performers, educators, and scholars through qualitative methods, such as interviews, field observations, and archival research. The findings underscore the necessity for systematic documentation, scientific preservation techniques, educational integration, governmental backing, and digital platform utilization to sustain this opera. Emphasizing a comprehensive approach to cultural conservation, blending traditional and contemporary methodologies to captivate new generations, the study recommends digital experience centers, social media outreach, curriculum inclusion, community initiatives, and cultural tourism programs. These strategies aim to uphold the enduring legacy of Luoyang Quju Opera in contemporary society.

Qi Lin Lantern Dance is a traditional Chinese cultural practice involving elaborate lantern displays and dance performances. The objective is to investigate the strategies used for literacy preservation of the Qi Lin Lantern Dance in Chinese schools. The study was conducted in Chinese schools, incorporating formal and informal interviews, observations, and focus group discussions. Four key informants, including cultural experts and educators, provided insights into the cultural and educational aspects of the Qi Lin Lantern Dance. Data analysis involved thematic coding and triangulation of multiple data sources. The research results indicate a positive correlation between Qi Lin Lantern Dance preservation and enhanced literacy skills among students, emphasizing the role of cultural engagement in educational practices. Suggestions include integrating cultural practices into school curricula, promoting cultural awareness, and fostering cultural sustainability by preserving intangible cultural heritage.

In this study, we investigated (i) the history, development, and current situation of Dong brocade in the Dong Autonomous County of Passage, Hunan Province, China, from the perspective of the historical development of the Dong ethnic group and (ii) the traditional re-invention of Dong brocade weaving techniques and the re-creation of the traditional educational literacy in the perspective of the intangible cultural heritage protection. This study is qualitative, mainly using the concepts of traditional re-invention and educational literacy, adopting two methods of data collection, namely, documentary research and field survey, and presenting them in the form of descriptive analysis. The results of the study show that the Dong people in China have a long history, and Dong brocade is a product of the social life and ecological environment of the local Dong people. With the development of the times and under different social demands, Dong brocade has been recreated in terms of the production process, raw materials, product types, and traditional education, and the literacy of Dong brocade has also been "recreated." This study explores how to promote the traditional re-creation of Dong brocade from the perspective of intangible cultural heritage protection and how to realize the educational literacy of Dong brocade in various ways with the support of the government, enterprises, and universities. This is of great value to the theoretical study of the living heritage of Dong Brocade and the Chinese government's promotion of the protection and development of minority cultures.

This study delves into the intricate tapestry of Jiarong Tibetan embroidery, exploring its historical development, cultural significance, and educational implications in heritage preservation and sustainable practices. The primary objective of this study was to investigate the historical development and literacy of Jiarong Tibetan Embroidery in education. Conducted in Xiaojin County, known for its cultural significance in Tibetan embroidery, the research employed a multidimensional approach, including a literature review, interviews with key informants such as cultural experts and artisans, and thematic analysis of data collected through surveys, observations, and focus-group discussions. The research uncovered profound insights into the origins of Jiarong Tibetan embroidery, its cultural symbolism, educational pedagogy, market dynamics, and strategies for sustainable development. Based on these findings, the study suggests collaborative efforts among stakeholders to integrate heritage education, promote cultural literacy, and preserve traditional crafts like Jiarong Tibetan embroidery in the face of modern challenges.

Southern Shaanxi, rich in folk song culture, faces significant challenges in preserving its musical heritage due to rapid modernization, technological advancements, and social changes. The primary objective is to investigate the educational literacy development and transmission processes of Chinese folk songs in Southern Shaanxi under contemporary status. The research site encompasses cities like Hanzhong and Ankang, with seven key informants, including folk song practitioners, educators, cultural experts, students, and community members, provided insights through interviews, observations, and document analysis. Thematic analysis was employed to identify patterns and themes related to educational literacy development, transmission processes, and cultural influences. The results indicate that integrating folk songs into educational curricula enhances language acquisition, critical thinking, emotional expression, and cognitive skills while revealing challenges such as the loss of traditional environments, the complexity of singing techniques, and economic constraints. The study suggests embracing technological innovations, fostering community involvement, and implementing supportive policies to sustain the transmission of Chinese folk songs and promote cultural literacy among younger generations.

The Dong Grand Songs, renowned for their polyphonic choral arrangements, are a vital cultural heritage of the Dong ethnic group. This study investigates the contemporary educational approaches to the literacy and development of the Dong Grand Songs in Guangxi, China. Employing a qualitative design, the research includes fieldwork, in-depth interviews, participant observation, and document analysis. Key informants comprise school administrators, teachers, song teachers, cultural inheritors, students, and community members. The findings reveal that integrating Dong Grand Song courses into primary and secondary school curricula, with support from song teachers and cultural inheritors, effectively enhances musical literacy and preserves this tradition. However, challenges such as youth migration, modern entertainment influences, and the aging population of song masters threaten the continuity of this cultural heritage. The study suggests comprehensive approaches, including economic support for rural areas, increased public awareness, and sustainable cultural programs, are necessary to address these challenges. This research provides valuable insights for policymakers, educators, and cultural practitioners on preserving intangible cultural heritage and promoting musical literacy through education.

This study aims to examine the opinions of Religious Culture and Ethics Teachers (RCET) on mobbing in the workplace. The research focuses on RCET's definition of mobbing, the reasons for mobbing, the results of mobbing, and the suggestions of RCET to prevent mobbing. This study used the phenomenological method, one of the qualitative research methods. The data obtained from the interview forms were analyzed by the content analysis method. The findings were organized and presented under themes and sub-themes. The study group of the research was determined by a systematic sampling technique, one of the probability-based sampling methods. The study group of the research consisted of 35 RCET working in the middle schools of Mersin central districts in the 2023-2024 academic years. Findings revealed that participants defined the concept of mobbing using terms such as pressure, violence, distress, attack, discomfort, implication, and exposure. It was found that participants expressed reasons for mobbing, such as establishing dominance, jealousy, inadequacy, and conflict of interest. It was determined that participants indicated the results of mobbing, such as asynchrony, inefficiency, failure, resignation, reluctance, and fear-anxiety. The participants suggested solutions such as support, awareness activities, relationships and communication, knowledge of legislation and laws, equality, responsibility, trust, problem identification, solution orientation, and providing education. [Note: The page range (73-90) shown on the PDF is incorrect. The correct page range is 73-91.]

Many educators face challenges with online learning since the COVID-19 pandemic began. Online modalities became common in world language courses; however, challenges remain in creating communicative contexts. This study examined university student perceptions of an experiential learning sequence using films in Spanish and French at the intermediate level in an asynchronous online environment. Students were required to watch a movie and complete activities related to language and culture learning goals, followed by an in-depth survey about the experience. Participants expressed positive perceptions of the activities, finding them helpful in increasing interest and motivation, as well as in expanding their thinking and knowledge about course topics. These findings demonstrate the importance of experiential learning to build student-centered communities of language and culture learning in the asynchronous classroom.

Each August, Sugpiaq Elders, community members, and educators gather in Cape Alitak to host Akhiok Kids Camp, a week-long culture camp that provides a space for local Sugpiaq youth to learn and carry forward traditional lifeways and promotes youth's self-esteem, identity, and healthy choices. This article traces the legacy of the camp and outlines its ongoing vision and curriculum, including the Indigenous values and principles of education that guide camp activities. Of particular focus is the role of camp in fostering Sugpiaq youth's sense of connectedness to their homelands, waters, community, and culture, a focus that promotes healing, cultural resurgence, and wellbeing for Sugpiaq youth. This description of Akhiok Kids Camp highlights the valuable role that culture camps play in turning Indigenous youth toward the brilliance of their lands and lifeways, and the importance of respecting the knowledge and leadership of Indigenous families in this work.

In this paper, we propose novel transdisciplinary STEAM practices to enable students and teachers to model architecture using technology. Architectural modelling can foster students' mathematical knowledge and computational thinking while connecting them to other disciplines such as culture and history. Our study focuses on enabling architectural, cultural, and historical diversity in educational practices. Moreover, the study tries to foster participants' modelling skills and innovative technology use as augmented reality and 3D printing. Thus, this paper will describe three case studies from Austria, Libya, and Indonesia and how these STEAM practices were used in different ways to allow participants to express their diversities through modelling diverse architectural constructions cross-culturally. We followed a qualitative data analysis approach for the participants' interviews, questionnaires and artefacts including architectural modelling, disciplines connections and lesson plans. The data analysis resulted in emerging themes emphasizing STEAM practices' possibilities to connect architecture to culture and history and highlighting the participants' cultural diversities in each of the three case studies.

This research aims to analyze global diversity values present in Indonesian language textbooks for fourth-grade elementary school students. The study employs a qualitative approach with content analysis as the method. The research objects consist of four textbooks published by Erlangga, Yudistira, Bumi Aksara, and Puskurbuk Kemdikbudristek. The analysis process involves selecting relevant material samples, developing analytical categories, coding the content, and interpreting emerging patterns. The research findings indicate that the Indonesian language textbooks for fourth-grade elementary school students provide activities and experiences that enrich their understanding of cultural diversity in Indonesia. Students are taught to develop attitudes of tolerance and intercultural communication, as well as reflection and responsibility towards diversity. These books contribute to shaping students who are inclusive, tolerant, and capable of communicating in a multicultural environment, embodying the values of global diversity character. The importance of fostering global diversity character in primary school students is highlighted through education, particularly using meticulously designed Indonesian language textbooks. These textbooks introduce students to various aspects of Indonesian and other cultures, promoting understanding, appreciation, and tolerance for cultural diversity. Emphasizing character development, the textbooks instruct students in intercultural communication and encourage interactions with culturally diverse peers, fostering effective communication skills for multicultural environments. Furthermore, students are prompted to reflect on their own multicultural experiences, shaping their global perspectives. In summary, Indonesian language textbooks serve as a vital resource in shaping students into inclusive, tolerant individuals proficient in effective communication within multicultural contexts.

Chengdu's popular music, with its profound historical and cultural significance, serves as an educational resource at the intersection of music, literacy, and cultural education. This research aims to propose guidelines for the teaching resource of Chengdu popular music for fostering literacy and cultural education. Located in the culturally diverse Sichuan Province, Chengdu boasts a rich tapestry of musical traditions, from folk to hip-hop, making it an ideal research site. Two key informants, experts in folk and hip-hop music, provide valuable insights into Chengdu's musical evolution. Data analysis involves thematic analysis of questionnaires and interviews, offering a comprehensive understanding of the city's music culture. The study reveals Chengdu's historical role as a cultural crossroads and the evolution of its pop music into a distinctive force within China's music landscape. Advocating for the integration of Chengdu popular music into educational curricula, this research emphasizes the need for well-structured teaching resources to capture its cultural authenticity. The benefits of cultural education include fostering diversity appreciation, enhancing cultural understanding, promoting literacy skills, cultivating emotional intelligence, strengthening cultural identity, and inspiring creativity and expression. Chengdu popular music offers a transformative approach to fostering cultural literacy, empowering students to thrive in a globalized world.

Huai Opera is a traditional Chinese operatic form known for its distinctive vocal techniques,melodic tunes, and captivating storytelling, originating from the Huai River region in China. Thestudy's primary objective is to investigate vocal technique literacy in Huai Opera for school-based musicians education in Shanghai Municipality, China. Anchored in musicology and ethnomusicology, this research is conducted within the School of Huai Opera, encompassing the Southern and Northern Schools, known for their distinctive regional influences and vocal styles. Two key informants,a seasoned Huai Opera performer and vocal instructor and an accomplished ethnomusicologist,lend their unique insights to shed light on the multifaceted nature of vocal technique literacy inHuai Opera education. The structured interviews and systematic observations that were used tocollect data are carefully analyzed to show the different breathing techniques, vocal techniques, and rhythms that makeup Huai Opera's vocal technique literacy curriculum. The study's finding sunderscore the significance of integrating traditional arts into contemporary education systems to preserve cultural heritage and enrich students' educational experiences. It emphasizes the need for innovative pedagogical approaches and highlights the role of traditional arts in nurturing cultural engagement among youth.

Many values and values that are founded on culture and culture play an essential role in understanding societies and transferring the existence of those societies to future generations. There are national heroes of each culture with valuable points, differences, and similarities from its history or its history to the present day. With these similarities, differences and cultural values, each society carries itself to a different point from other societies. There are various methods in the cultural education of societies, and the success of these methods gives results in proportion to the number of people they can achieve. Television programs and television play an essential role in mass education. The Turkish series sector usually carries traces of national identity and cultural values. Turkish series often reflect Turkey's historical, cultural and social values. Turkish series reflecting local traditions and customs usually offer cultural education to the audience. Traditional clothes, language use, and food culture elements are frequently processed in series. In addition, the transfer of historical events and cultural heritage is frequently included in these series. In these aspects, Turkish series play an important role in increasing the cultural awareness of society and protecting national identity. The Turkish series sector and cultural education, together with the traces of identity and cultural education in terms of the Magnificent Century series descriptive analysis and indicator scientific method, were examined with examples. When scientific methods examine descriptive analysis and indicators, many elements such as historical events, cultural structures, clothes, language use and traditional lifestyles are found. This study will discuss the educational relationship by analyzing the' Magnificent Century' series.

Developing student employability is a key strategy within institutions of higher education, particularly for students in creative industries where labour market supply has outpaced employer demand. Existing literature shows that activities that promote communities of practice offer clear employability benefits for students. However, such activities are often centred within university curriculum or driven by career development units with limited student engagement. This article considers an alternative approach, an academically-supported career community delivered as an extracurricular activity within an arts and cultural management graduate program at the University of Melbourne. Drawing on program metrics and an anonymous survey of participants in the program's pilot iteration, we find evidence of a flexible career community built around the intelligent career theory tenets of "knowing how" and "knowing whom," in which participants experienced positive and discipline-specific impacts related to employability and increased self-confidence in approaching the arts and cultural labour market.

Japan has a longstanding history of shadow education, which has evolved, transformed, and extended beyond its borders. Japanese shadow education institutions, known as "juku," have expanded worldwide, including in Asia, the US, and Europe, offering offline and online tutoring services mainly for Japanese expatriates. This study examines the role and features of "juku," specifically in Beijing, Hong Kong, and Shanghai. It identifies 20 different juku, analyzes their types, and explains a different type of "juku," the "Japanese cultural supplementary school," that caters to expatriate parents aiming to nurture Japanese culture and traditions in their children. Although the Japanese "juku" phenomenon has previously attracted the attention of scholars, there is a gap in the literature when it comes to transnational "juku" and its operation outside Japan. This paper contributes to informing scholars, policymakers, and the public on the transnational movement of shadow education as a global phenomenon.

The objective is the scientific and theoretical basis of the pedagogical conditions of the ethnic component in the contents of a higher education institution and the identification of the effectiveness of its implementation. The article conducts a theoretical and methodological analysis of the theory under study, reveals the essence of the concept of "ethnic component in the contents of a higher education institution", defines approaches, pedagogical conditions for the formation of an ethnic component in the contents of an institution of higher education, and presents a set of principles for its structuring. An experiment was carried out regarding the pedagogical conditions of the ethnic component in the contents of higher education. The results depicted the stages of formation and development of the ethnic component, the history of Kazakh education and the leading trends in current global practice are characterised.

Many early childhood teachers seek to promote diversity in their classrooms through the use of multicultural children's literature. While these efforts are well-intentioned, teachers may not be fully aware of the issues of culture potentially hidden within such books, nor may they have support in considering the authenticity of the texts they use. While these issues are pervasive within books representing all cultural groups, recent research by Indigenous scholars has highlighted the concerns and implications within Indigenous children's literature. This article is grounded within Indigenous ways of knowing to provide a helpful tool for supporting teachers as they seek to curate authentic Indigenous children's literature for classrooms. Resources presented within include a 3-step guide to choosing and using such books and a list of Indigenous titles recommended by members of Indigenous communities.

Maori and Pacific learners in Aotearoa New Zealand have been identified as 'priority learners' by the Ministry of Education. The 'Pacific picturebook project' is ongoing research focussed on picturebooks selected to support the languages, cultures, and identities of Pacific learners in keeping with our government, Teaching Council and Ministry of Education expectations. This phase of the research was located in a kindergarten where teachers and children identify as Maori, Pakeha and from several Pacific Island nations. Teachers shared a selection of Pacific picturebooks with the children and recorded their own and the children's responses to them over a kindergarten term. Thematic analysis of data showed that Pacific picturebooks were significant pedagogical tools for language learning, to support identity, and to contribute to the kindergarten's emergent and localised curriculum. These findings clearly illustrate what pedagogy looks like when it is entrenched in key documents relevant to early learning in this country.

This article focuses on the ways the authors incorporate a transformational resistance framework in their ninth-grade ethnic studies curriculum. While literature on transformational resistance often highlights external forms of resistance, there is a need to examine the internal transformation youth experience when engaging in resistance. The authors utilize different theoretical tools that emerge from Latina/o Critical Theory (LatCrit) and Chicana feminist theories to analyze student responses. They also use testimonio and Youth Participatory Action Research (YPAR) pedagogy and methodology to measure the impact their curriculum has on students' internal resistance. As part of the authors' curriculum, the academic year culminates with a testimonio (narrative) published book and a YPAR project. By looking at students' engagement with these two projects, the authors capture the journey towards critical awareness internally by identifying aspects of conocimiento that lead their students to transformational resistance.

Challenges from globalization, population growth, and climate change require science, technology, and engineering (STEM) professionals to have global competency. However, the impact of international experiences on STEM students' development of these abilities has not been well studied. We assessed the effects of international research experiences in Latin America and the Caribbean (LAC) and Europe on the development of global competency for STEM graduate students from the United States. Research placements in LAC were generally field-based, involving interactions with community members, while placements in Europe were mostly lab-based. Surveys and interviews with participants before and after their trips revealed increases in intercultural abilities for students from all groups. Students who traveled to LAC had higher intercultural abilities before the trip but experienced smaller gains than their counterparts who traveled to Europe. Despite the value in community-based activities for students outside of university settings, more effort is needed to eliminate students' barriers to understanding communication styles in their host communities.

The Burmese arched harp, known as "Saung Gauk," is the national icon of the Southeast Asian country of Myanmar (once called Burma). It is both ancient and contemporary, and its music frequently carries stories that are threaded with long-standing philosophical principles of the Burmese. The music of the Saung Gauk consists of five primary pitches (and two ornamental extras) that provide intriguing melodies, and a bronze bell and wood clapper provide the accompanying rhythm in traditional practice, even while Burmese-style piano and tuned drums may fill out an ensemble in which Saung Gauk is featured. A learning pathway will detail ways to approach this extraordinary music and the special place of this harp in Burmese identity.

Shifting to an inquiry-based practice can be challenging. How should teachers get started? How many times should teachers plan for inquiry? What do teachers do when students struggle with inquiry? How long does it take for students to buy in to the inquiry process? These kinds of questions, and the concerns that underlie them, can create an understandable inertia around instructional change. In this article, we show how one district's teachers are getting started by finding their inquiry groove in middle school. They began by designing three conceptual inquiry curricular loops for sixth, seventh, and eighth grades using the Inquiry Design Model (IDM).

Indigenous knowledge is generally recognised as an inferior social experience in spaces of knowledge production. The educational issue that results from this process imposes barriers to the integration of these epistemologies in the school environment. This study presents a systematic review about the integration of indigenous knowledge in primary schools in developing and/or emerging countries and the results of these interventions. Through a search carried out in the electronic database b-on, from the Faculty of Psychology and Education Sciences of the University of Porto in Portugal, 14 studies were selected. This review identified factors that influence the representation of the indigenous culture in the school environment, allowing the construction of a framework in which indigenous knowledge is often neglected in the formal education system with obstacles to its introduction into the school environment. It also revealed that the understanding of the local context is essential in proposing interventions to open a possible intercultural dialogue.

Courses: Introduction to Communication (within a unit on culture), Intercultural Communication, Race and Communication, Gender and Communication, Media and Diversity, Dance Appreciation, and Introduction to Dance Studies (within a unit on culture). Objectives: This activity merges dance and communication to invite intercultural learning. Through dance, students will unpack the history, beliefs, customs, and values of the cultural groups that make up our societies.

The participation of multilingual children in minority language immersion programmes is under-researched internationally. The Republic of Ireland (RoI) has become a linguistically and culturally diverse society. In the RoI, parents have the opportunity to educate their child in English-medium or Irish-medium (IM) schools. However, the cohort of multilingual children attending IM schools is very small. This study investigated the reasons why parents who spoke a home language other than Irish or English chose to enrol their children in IM primary education. It also investigated parents' perceptions of the benefits of this form of education. Semi-structured interviews were undertaken with 15 parents from a variety of language backgrounds. It was found that parents were motivated to enrol their child in IM primary schools to provide them with the opportunity to learn a variety of languages at an early age. Benefits associated with learning multiple languages and immersion in Irish culture and heritage were seen as the main advantages of IM education. A minority of parents chose an IM school when there was no space for their child in an English-medium school. Parents reported that they did not experience significant challenges in IM immersion. Recommendations arise to support the participation of multilingual families in immersion education.

Using intergroup contact and stigma management communication theories, this work examines the effect of cultural teaching and learning in Spanish language classes on cultural stigma, social distance, and ethnocentrism. Additionally, this study examines how individuals respond to positive and negative messages about foreigners. Survey results indicate cultural integration in the foreign language classroom was associated with increased cultural knowledge and, indirectly, decreased cultural stigma and social distance toward those from foreign cultures. The findings of this study extend prior intergroup contact work by demonstrating the potential for exposure to a culture, rather than its members, to decrease stigma.

This article explores the tensions between the concept of powerful knowledge, developed by social realist scholars Michael Young, Leesa Wheelahan and others, and the history of thinking about school subject English. In it I outline why, since its inception, the study of literature has had an ambivalent relationship with the notion of academic knowledge. I then draw out three areas of tension between curriculum thinking in the "powerful knowledge" paradigm and prominent research scholarship in school subject English. I tentatively argue that, despite real differences, there are still areas of fruitful discussion around central questions pertaining to the nature of the curriculum and the rationale for school subject English.

Discussing issues around race and racism often leads to unproductive stances such as defensiveness, denial, guilt, blame, or dysfunctional silence. Effectively addressing these stances is crucial for productive debate and action toward racial understanding and the undoing of racism. While numerous scholarship and professional development programs focus on critical and anti-racist pedagogies in higher education to tackle these unproductive stances, overcoming dichotomous thinking (i.e., "us" versus "them") and shifting the focus from individual stances to more systemic perspectives remains a challenge. To address this challenge, this article proposes the implementation of "rhetorical listening" as a powerful pedagogical tool that generates new vocabularies and facilitates personal and social transformation. The article explores how rhetorical listening can be conceptualized and operationalized as a pedagogical tool in a cultural studies course, specifically encouraging students to reposition themselves when engaging with societal issues related to race, such as the Black Pete debate in Flanders.

The purpose of this study is to analyse the content of primary school textbooks in Iran for their cultural values and characteristics, based on the individualism-collectivism dimension. Six primary school Let's Read Persian (LRP) textbooks were assessed using quantitative content analysis using two lists of individualistic and collectivistic values and cognitive tendencies derived from previous literature. The results showed that Iranian LRP textbooks emphasised themes of individualism, such as self-direction, success, and happiness, and manifested individualistic cognitive tendencies, such as focusing on central objects, making dispositional attributions, and expressing positive emotions. The findings suggest that Iranian LRP textbooks tend to teach children to be independent, strong, self-reliant, and unique individuals, rather than interdependent, cooperative, and harmonious members of a group. The implications of these findings for the education system and the cultural identity of Iranian students are discussed.

The curriculum evaluation described in this paper documents the efforts of a group of university faculty to implement Collaborative Online International Learning (COIL) in two kinesiology-related courses at the undergraduate and graduate levels. The engaged students (n = 34) completed pre-post questionnaires measuring changes in intercultural effectiveness and a series of self-reflective prompts regarding their experiences in the involved courses. The evaluation suggests intercultural effectiveness may be best supported when COIL course design: (a) nurtures students' interest in cultural exploration and learning; (b) engages students in peer-to-peer interaction and social connection across cultures at the beginning and throughout the experience; and (c) supports students' emotional growth and resilience by providing opportunities to be challenged and problem-solve. Directly informing the sustainability of COIL innovations are administrative supports and strategic prioritization of intercultural engagement amid a higher education climate shaped by supercomplexity factors.

When Indigenous and non-Indigenous postgraduate research students start researching Indigenous topics, how can we best prepare them for the task ahead? In this article, I describe the approach taken by one regional Australian university to support research students with Indigenous topics through a Master of Philosophy (Indigenous). Drawing on Nakata's cultural interface theory, the programme is designed to grow students' capacities to both negotiate the intersection between Indigenous and Western knowledges and successfully complete a research thesis. This article outlines the pedagogical underpinnings of the programme and describes some of the practices used throughout one-week intensives.

By focusing on 179 elementary school children, the present cross-sectional questionnaire study aimed to examine gender and immigrant-native differences in competence and affect self-concepts as well as academic achievement and the relations of those two self-concept components to academic achievement in the domains of mathematics and German. Results of analysis of variance showed that boys' competence self-concept in mathematics was more positive than that of girls, while girls' affect self-concept in German was more positive than that of boys. Immigrant children showed a higher affect self-concept in German than native-born peers. Boys' superior competence self-concept in mathematics was more pronounced for native-born children than immigrant peers, whereas immigrant girls' competence self-concept in mathematics was more pronounced than that of native-born girls. Competence self-concepts were more highly related to academic achievement than affect self-concepts.

Purpose: The purpose of this study is to theorize that computer-assisted language learning (CALL) can be integrated in English language learning with a focus on cultural learning of both home and target language. Design/methodology/approach: The present study used a systematic methodology to conceive the language and home-culture integrated online learning (LHIOL) curriculum design based on relevant conceptual frameworks and gather qualitative data from focused group interviews of 30 teachers and 3,000 students' open-ended questionnaires, along with learning artifacts to identify major themes. Findings: CALL, used as cultural and linguistic material, helps students embrace their cultural identities, especially ethnic minorities, capitalize on their distinctive values, and appreciate and empathize with other languages and cultures. The instructors advocate for localizing intercultural communicative competence (ICC) educational content into Vietnamese culture, using real multimedia resources. However, the LHIOL curriculum faced systemic constraints regarding competitions between linguistic and cultural instruction, teachers' refusal to recognize ICC's importance and recognition of an explicit link between virtual cultural learning and their lives. Originality/value: LHIOL is a preliminary practical effort to suggest how a cultural education from one's native tongue can be integrated into a culture-focused English/Western language environment. By incorporating fundamental concepts that underpin the integration of language and culture as well as CALL, improving ICC offers a framework that can be applied to elucidate cultural learning.

Purpose: This research paper aimed to investigate the affordances of using virtual reality (VR) in teaching culture among in-service teachers of teaching Persian to speakers of other languages (TPSOL) in Iran. Design/methodology/approach: This qualitative case study, conducted at two Iranian universities, used purposeful sampling to select 34 eligible in-service Persian teachers from a pool of 73. Data collection used an open-ended questionnaire and interviews. Findings: Before the TPSOL in-service training workshop, teachers expressed their reservations regarding the use of VR to teach culture in TPSOL courses. The emerged themes were "skepticism toward effectiveness," "practicality concerns," "limited awareness of VR applications," "technological apprehension" and "prevalence of traditional teaching paradigms." During the post-workshop interview, it was discovered that the teachers' perceptions of VR in teaching culture had undergone a positive shift. The workshop generated emergent themes that reflected positive perceptions and affordances for using VR to teach culture in TPSOL, including "enhanced cultural immersion," "increased student engagement," "simulation of authentic cultural experiences," and "facilitation of interactive learning environments." Research limitations/implications: One primary limitation is the lack of prior experience with VR for teaching practices in real-world classrooms among the participants. While the study aimed to explore the potential of VR in enhancing pedagogical approaches, the absence of participants with prior exposure to VR in educational contexts may impact the generalizability of the findings to a broader population. Additionally, the study faced practical constraints, such as the unavailability of sufficient facilities in the workshop. As a result, the instructor had to project the VR cont7ent on a monitor, potentially diverging from the immersive nature of true VR experiences. These limitations offer opportunities for future research to refine methodologies and gain a more comprehensive understanding of the implications of integrating VR into teaching practices. Originality/value: Extensive research has been conducted on the effectiveness of VR in language education. However, there is a significant gap in research on TPSOL, which is considered a less commonly taught language. This study aims to address this gap by exploring the use of VR in the TPSOL through the lenses of in-service teachers. As part of a larger investigation, this qualitative inquiry focuses on the perceptions of in-service teachers about VR, with a particular emphasis on the cultural understanding of the Persian language.

Indigenous student completion rates remain very low relative to non-Indigenous students. Some universities have higher Indigenous student completion rates than the national average but research-based evidence of these universities as 'success models' is limited. Drawing on findings from interviews with Indigenous university graduates and staff as part of a National Centre for Student Equity in Higher Education (NCSEHE) funded research project, this paper discusses findings relating to one success factor that supports Indigenous student completions: Indigenous centres/units as key places to build a sense of connection and belonging for Indigenous students. The paper discusses the importance of Indigenous centres/units in providing a space where Indigenous students can connect with each other, with staff, and with their own cultural identities. The paper then discusses the development of strategies that can be adopted by all universities across Australia to strengthen and improve the completion rates of Indigenous students.

The cypher, a circle of MCs improvising rhymes in a collaborative jam session, is a relatively unexplored topic in hip hop. Through its focus on community and reciprocity, the cypher represents a crucial nexus of sociability that enables researchers to examine the shifting positionalities and communicative practices of audience members and practitioners. Using a participant observation study and 30 semi-structured interviews of MCs at Legendary Cyphers in New York City, this paper examines how members of the hip hop community navigate their membership, how the cypher acts as a pedagogical space for learning hip hop sociability, and how white practitioners communicate their cultural commitment. The findings indicate the importance of adaptive identities between audience members and performers. Ultimately, membership in hip hop is learned in spaces like the cypher and offers a lens through which we can understand the process of "doing" and "becoming" hip hop.

Considering the role played by Higher Education Institutions (HEIs) and Cultural and Creative Industries (CCIs), we recognize that more knowledge is needed to provide a better understanding of their relationship, collaborations and work in relation to sustainable development. The aim of this article is to highlight "why" and "how" Higher Education (HE) is key to CCIs' sustainable development. Academic research in this specific field is scarce and we aim at soliciting more attention towards this niche research sector, given the potential positive spillovers that it could originate. Through retracing the arising of interest towards the CCIs in general and recently towards sustainability issues linked to the CCIs facing the challenge of Sustainable Development Goals (SDGs), we show how these matters are inextricably associated to the essential role played by HE and HEIs. Thanks to the strong link between HEIs and CCIs' sustainable development, we can expect that a sort of mimetic isomorphism process will happen in the coming years, with a choice of a strategy of imitation instead of differentiation.

Based on Vygotsky's (1978) Sociocultural Theory, this multicase study explored the ways in which engagement in mentored research activities in science, technology, engineering, and mathematics (STEM) influenced the academic and professional aspirations of five Native Hawaiian undergraduate mentees and their persistence in higher education. The students' faculty mentors were both Hawaiian and non-Hawaiian. In-depth interviews with mentees and mentors, observations of mentoring interactions, and document analysis indicated that providing mentees with hands-on activities to work on individual research projects in collaborative settings fostered students' research mastery and independent critical thinking. Many of the faculty mentors used their knowledge of Hawaiian culture and communities to inform their mentoring practices. Community-engaged research activities that focused on Hawai'i and the needs of and collaboration with Hawaiian communities provided opportunities for students to give back to communities and fostered the mentees' senses of purpose. Being able to serve and protect communities, while simultaneously bringing forth Hawaiian culture in higher education and society more broadly motivated students to pursue graduate education and scientific careers.

Culturally authentic literature is widely recognized for its efficacy in developing children's multicultural awareness and intercultural understanding. Through systematic examination and analysis of 53 Children's picture books featuring China and its culture published in North America, this study investigated the extent to which the selected books were culturally authentic, and how these books would exert their functions as multicultural literature for readers. The results revealed that most books portrayed cultural elements authentically, while a number of books contained incorrect, stereotyped or outdated information. The mismatch of some cultural elements in illustrations with the storylines was especially notable. The ways in which the selected books would play their roles as windows and mirrors for multicultural education, and the implications drawn for writers, illustrators, and publishers of multicultural children's books were discussed.