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The study focuses on the concept composition and literacy transmission of the clarinet folk song "Pamir Zhiyin," with a particular focus on the intricate relationship between literacy, education, and cultural transmission within the realm of music. Furthermore, there is a profound connection to the historical development of clarinet music in China, spanning a period of one hundred years. The Tajik minority residing on the Pamir Plateau is known for its significant contribution to the realm of folk music, characterized by the intricate fusion of Western classical methods and Tajik cultural elements. The composer Hu Bi Jing derives creative inspiration from the depiction of Tajik wedding scenes, so capturing the essence of connection inherent in the institution of marriage. This study highlights the importance of education, reading, and the transfer of information in molding the discipline of clarinet playing, improving musical literacy, and promoting cultural transmission in China. The case of "Pamir Zhiyin" serves as a prime illustration of how music serves as a manifestation of cultural variety and collective experiences.

The present study aimed to determine whether using culture-themed documentaries in Turkish teaching of B2 level international students has effects on the development of guided writing skills. The study had an action-research design, which is one of the qualitative study approaches. The study group consisted of 12 international students at the B2 level who learned Turkish in the 2022-2023 academic year at the Turkish Teaching Application and Research Center of a state university in Turkey. The data collection process was performed under two headings as "developing an action plan" and "implementing the action plan". During the developing an action plan stage, the themes and documentaries to be used in the activities were determined by receiving the opinions of the experts. In the next step, guided writing activities were prepared in line with the writing acquisitions by consulting experts. The pilot applications of the activities were performed at the Turkish Teaching Application and Research Center of a state university in Turkey. Quantitative and qualitative data collection tools were used and the developmental status of the students was monitored to interpret how the guided writing skill activities developed in the classroom environment progressed. The worksheets of the students were evaluated by using the "Guided Writing Scoring Key", which was developed by the researchers. Students' pre-test, application order, post-test, and permanency scores were determined with this key. Based on the findings obtained in the study, it was concluded that using culture-themed documentaries in Turkish teaching of international students improved the guided writing skill levels of the students.

In the present study, we examined whether students' academic success in courses devoted to Arabic and Islamic culture changed when the familiar face-to-face delivery format (before the COVID-19 pandemic) was discarded in favor of an online synchronous delivery format (during the pandemic). The final class grades of students enrolled in one of four courses in a sequence devoted to Arabic culture and religion were compared while holding constant the variable instructor. The ability of early performance indicators to predict final class grades was also examined to assess whether there were differences between instructional deliveries. Superior performance and lower failure rates were observed.

The American Folklife Center, Library of Congress, houses the works of the ethnomusicologist Frances Theresa Densmore, including a collection of more than 2,500 American Indian songs she recorded between 1907 and 1941. Approximately 260 of Densmore's cataloged recordings were made at the Standing Rock Reservation in the Dakotas between 1911 and 1914. These wax cylinder recordings made over a century ago are a voice from the past that still speaks to the Lakota people today. Densmore's work, along with other available ethnographic materials, represent an opportunity for reclaiming heritage and culture, and for teaching difficult or unknown histories. Teaching with primary sources reveals very complex influences--gender, gender roles, familial relationships, language barriers, language translation, changes in technology for good or bad, politics, and, above all, reclamation and hope for a voice to be heard--that shape and guide those very materials. These influences are revealed to great extent in the groundbreaking work that ensued with the original Lakota and Dakota songs Densmore recorded and with the current Densmore Repatriation Project, repatriating the music back to the Lakota.

Content and Language Integrated Learning (CLIL) is an innovative approach which attempts to comprise holistic features, focusing on the meaning and at the same time providing opportunities for purposeful language use (Dalton-Puffer, 2007). Based on the triptych language of learning, language for learning and language through learning- this program aims at creating innovative educational escape rooms, in order to adopt CLIL, to develop skills in the target language (English) and at the same time to emphasize context and meaning. The program -designed for 5th grade students of a Primary School in Northern Greece was piloted for 5 months, giving them the opportunity to "travel to Greek neighborhoods" and engaging them in the subjects of geography, history and culture, using English, -with great enthusiasm. Various web2 tools, videos, games, websites were incorporated in the escape rooms to provide authentic material so as to enhance authentic communication in the English language and also to use different types of context so as to support language and content knowledge. The program was assessed and evaluated using alternative ways and the results indicated the positive effects of CLIL on the students' skills in English (TL) along with the significantly developed familiarization with the content through a creative, enthusiastic, motivating setting for students promoting active involvement and participation.

The importance of multiculturalism in education in general and in academic institutions for teacher training in particular, it receives a lot of attention in the academic-educational research field. Most of the studies held in Israel about teacher training accompanied by a multicultural approach as part of an educational concept discussed the distinction between the attitudes of students from different cultural groups or their achievements; Others proposed models for multicultural education or contented themselves with raising awareness of the need to design models. This study seeks to propose an interventional concept oriented to situation assessment and well planned within the framework of diverse lessons as part of a pragmatic tool -- applicable that seeks to educate for intercultural care and cultural competence. To examine these training processes, the qualitative paradigm was chosen by the activation of an action research that continued within the framework of a course called: "Education for ambassadors for a shared life" that was prepared in advance after a careful assessment of the situation and divided into structured steps. 10 female teaching students participated in the study: 6 Jewish and 4 Bedouin Muslim women, residents of the southern region of the State of Israel. The students wrote reflections and were asked to formulate a joint educational project. The results of the study emphasize the importance of learning the mutual culture as a tool that produces closeness and reducing stereotypes; Understanding the need to take mutual cultural responsibility as future teachers and citizens; Collaborative learning spaces of this type create a safe educational space for self-expression and presentation of personal and cultural identity. Cultural sublimation and a sense of belonging were also expressed. All the participants recognize the importance of the topic and the need to learn.

The Culturally Responsive Teaching and Learning program at the Community College of Baltimore County collects reflections from workshop participants for each training module. The purpose of these reflections is twofold: firstly, for participants to examine their personal connection to the theories we present and secondly, for participants to examine how they can utilize the theories and activities in their classrooms and institutions. In this article we describe the results from analyzing reflections from participants across 3 different educational institutions since 2020. The overall results showed that participants were at different points in their personal cultural competency journeys, and that they gained practical tools to help students along their own cultural competency journeys.

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.

Thanks to technological advances, migration, and globalization, English has become the language of internationalization. Therefore, many schools prioritized learning English to ensure and sustain international communication. However, in order to communicate well with individuals all around the world, bestowing English language learners with intercultural competence is also required in the teaching and learning of English. In Türkiye, one of the countries that host many immigrants, the experiences of foreign language teachers regarding intercultural issues might provide many insights into intercultural language learning and teaching. Therefore, this study aimed to expose EFL state schoolteachers' perceptions and practices regarding intercultural language teaching and having foreign students in their classrooms. The methods that teachers adopted to promote intercultural competence in their classes were also explored. The semi-structured interviews were carried out with 30 English language teachers in middle and high schools in Türkiye. For data analysis, the computer program MAXQDA was benefited to categorize the codes and reveal the common themes. The findings revealed certain teacher practices that might contribute to students' intercultural competence development and challenges experienced during that process. It can be concluded that teachers are in need of professional guidance and resources to further develop their learners' intercultural competence.

Purpose: The Canadian university where this study took place has established an international exchange program in teacher education with a large Chinese university. This study was designed to examine how the international exchange program influenced Chinese science teacher candidates' understanding of science education and how such learning impacted their teaching in China. Design/Approach/Methods: The study adopted a qualitative research design with interview and reflective journal as the main approaches for data collection. Findings: Participants greatly appreciated the opportunity of exchange. They reported an improved understanding of Canadian school education and its science curriculum and pedagogy, which changed many aspects of their original values about the relationship between the teacher and students, classroom environment, and so on. Although they faced many constraints to implement what they learned from the exchange in Chinese science classrooms, what they learned had never been forgotten. Participants tried to apply them here and there at the level they could control. Originality/Value: There are many reported studies in the literature about Chinese international students on Western campuses. However, research on Chinese students who participate in international exchange programs is very rare. The findings of this study can inform policymakers and education practitioners about student international exchange programs and benefit future exchange participants.

The ability to adapt and thrive in an unfamiliar cultural context is incrementally becoming vital. Therefore, universities aim to create an environment to enhance students' cultural intelligence (CQ). This study aimed to detect English as a foreign language (EFL) learners' CQ in a state university in Turkey and discern their strengths and weaknesses in intercultural communication. The study employed the CQ scale to detect learners' CQ, and open-ended questions to unearth strengths and weaknesses. SPSS was run for quantitative analysis, whereas MAXQDA was tapped for qualitative data analysis. The results indicated high values for students' metacognitive, motivational, and behavioural CQ, albeit learners' cognitive CQ was moderate. There was no significant difference between the CQ of male and female students. Moreover, the overseas experience did not have a significant influence on their CQ. However, there was a significant difference in the cognitive CQ of students at different proficiency levels. Qualitative analysis revealed learners' strengths, such as communication and adaptation skills, and an interest in diverse cultures. However, learners' scant knowledge of different cultures and low language proficiency were significant problems impeding learners' intercultural communication. The implications of the study might provide insight for stakeholders to raise students' CQ in educational spheres.

Ranger programs across North Australia are a success story, providing important environmental, social and cultural services that help people get back out on their Country to do vital work, such as carbon abatement fire programs, weed and feral animal management, cultural site maintenance, and Learning on Country programs for youth. Many rangers struggle with the English language, literacy, numeracy and digital skills needed to participate effectively in work and training. The Batchelor Institute Conservation and Land Management team have developed effective language, literacy, numeracy and digital skills programs through Foundation Skills Training being delivered across the Northern Territory top end and recently Uluru. With extensive knowledge and experience in ranger work, trainers can develop and adapt language, literacy, numeracy and digital skills programs that are contextualised to the work of rangers and meet their needs as well as those of their host organisations. Secure, targeted funding can provide long-term support to further develop these programs and better prepare and support learners with training and work. This document outlines existing work and how it can be expanded across the region.

In 2023, researchers from the Batchelor Institute worked with staff, students and families from the Nawarddeken Academy in West Arnhem Land, which offers bicultural, community-driven education. Together, they engaged in a series of yarning circles as interviews with staff, students and families. The focus of the study was on retention, attendance and impacts from major events such as COVID-19. Nawarddeken Academy has a long history of fighting for educational rights for their children to learn on country, through an Aboriginal-led, controlled and managed model. This fight has spanned 20 years and today Bininj (Aboriginal) people are proud to provide education to their children on their land through Learning on Country programs that embed both-ways Bininj and Balanda (Aboriginal and non-Indigenous) knowledge/s into the school's core curriculum. This article tells the story of Nawarddeken Academy and the case study research that was conducted with the school.

Producing local materials is a challenge to mother tongue education programs especially in linguistically diverse contexts. To address this, a five-day teacher training program on materials localization for K-3 teachers in a linguistically diverse area in the Philippines was designed and implemented. The program was based on frameworks about materials localization and development, needs analysis data, and curricular and materials guidelines from the Ministry of Education. The program, implemented through the collaboration of stakeholders, capacitated teachers in localizing the language and culture in a set of lessons from Ministry-produced textbooks. These were evaluated and shown to have met standards of high-quality, localized materials. Results suggest that the designed program is a feasible grass-roots platform for localizing materials. The presented program design and activities, as well as the good practices and lessons learned from the implementation, are instructive to program implementers in linguistically diverse contexts.

Several non-traditional higher education destination countries have increased their efforts to attract international students. In this research, we examine the perceptions of international students enrolled in Indian universities and explore the aspects to observe for India to become a favoured study-abroad destination. Adopting a sequential mixed-method approach, this research proposes a conceptual model developed using an initial interview-based qualitative study. Subsequently, it tests the model via a quantitative questionnaire-based survey. The rating responses were analysed using SPSS and SmartPLS. Four distinct factors emerged: internationally recognised education at an affordable cost, campus readiness, employment opportunities in India, and the experience of Indian culture. Findings signal the prospect of competing on differentiation to attract international students. This study is a marketing intelligence input for the inbound international student mobility ambitions of the Indian government and other aspiring Asian higher education destinations.

The utilisation of the RIASEC Theory, based on the Holland Code, has gained substantial popularity in the realm of career planning. Nevertheless, only a limited number of studies have explored the potential influence of the six personality types identified in the Realistic-Investigative-Artistic-Social-Enterprising-Conventional Theory (RIASEC Theory) on students' academic performance in their chosen subjects. In light of the subject suitability recommendations for different personality types provided by the career mapping outlined in the Hong Kong Association of Careers Masters and Careers Guidance Handbook, the present study aimed to investigate whether the six personality types of N = 1104 undergraduate students enrolled in a university in Hong Kong had an impact on their performance in four self-selected disciplines (Supply Chain Management, Applied Computing, Psychology and Culture and Creative Industry). Nevertheless, the present study hypothesises that six distinct personality types in the RIASEC Theory influence students' performance in their chosen disciplines. Concurrently, an extensive evaluation was conducted employing a Machine Learning approach to identify the personality types that significantly impact students' selection of academic disciplines However, the findings revealed that the present study did not build a Linear regression model that established a clear association between these six different personality types and academic performance in the chosen disciplines. Nonetheless, employing the Mean Decrease Impurity (MDI) method of Random Forest in Machine Learning, the current study successfully predicted the personality types that were most likely to influence students' future subject choices. Specifically, the results indicated that the Artistic personality trait exerted the strongest influence on students' selection of the four subjects. Consequently, the outcomes of this study offer valuable insights for informing future research endeavours pertaining to the application of the RIASEC theory within the field of education.

This paper discusses the nature of Chinese ideology and the policy of citizenship education from a cultural perspective, in the light of traditional life philosophies and current tendencies. The aim is to understand the Chinese conception of citizenship and the education of citizens as a nation-specific cultural formation and a production of politics. The analysis of the impacts of mainstream mental powers of Chinese civilization on citizenship education is based on reasoning in which the formation and characteristics of the concept of citizenship education is specified with respect to the mainstream ideologies of cultural heritage on the one hand and on the current Marxism on the other. The concept of a harmonious society has been a central political value of Chinese citizenship education in both past and present. The politics of citizenship education in today's China appears ideologically as an attempt by the communist government to build a national identity in terms of reconciling the intellectual and cultural heritage of civilization with the social and political order based on a specific Chinese interpretation of Marxism.

The present study employed virtual reality technology to develop online learning environments that facilitated student cultural and self-directed learning. Junior high school participants engaged in creating virtual tours, sharing them with peers online, and implementing self-directed learning strategies. A one-group posttest-only design was employed to assess students' perceived enhancement of their self-directed learning skills. Sixteen junior high school students took part in the research. Data collection involved multiple research instruments: (1) interviews with students, (2) questionnaires, (3) teachers' reports, and (4) analysis of the content created by the participants. The results demonstrated that the participants perceived improvements in their abilities to diagnose learning needs, formulate learning goals, actively engage in the learning process, and evaluate their learning experiences by the end of the learning activity. The findings from various data sources suggest that online learning environments utilizing virtual reality technology may effectively foster the development of students' self-directed learning abilities. Moreover, the students expressed satisfaction and a positive perception of their learning experience using VR technology. Consequently, we propose that educators and researchers leverage the insights and outcomes of this study to design similar online learning environments supported by virtual reality technology, aiming to cultivate students' self-directed learning capabilities.

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.

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.

This project emerged from the voices of eight female teacher candidates of color, who wanted to address the inequitable representation of historically underrepresented groups within elementary school education. Using the Participatory Action Research (PAR) advanced by Fals-Borda, the teacher candidates designed instructional units that used archival resources to create an accurate representation of historically underrepresented groups, such as Blacks, Indigenous, and Chicanx groups, through instruction. The findings illustrated that involvement in PAR helped teacher candidates implement instruction guided by sociopolitical consciousness. The opportunity for designing and implementing instruction that counteracts the inaccurate representation of historically underrepresented groups provided emerging educators with educational empowerment to transform those instructional practices that failed to acknowledge the experiences of historically underrepresented groups. These findings indicate that emerging educators of color can use action research to create a more diverse and equitable experience within elementary school instruction.

This study examined how seven American undergraduate students leveraged multiple modes to reflect on language, culture, and identity while learning French in a study abroad program. Grounded in the social semiotic framework of multimodality, this qualitative study applied open, axial, and selective coding to analyze students' interviews and digital multimodal compositions (e.g., blogs, vlogs, video reflections, and final projects) from two study abroad courses. Findings revealed how multimodal composing supported students in learning French through metalinguistic practices of rehearsal and repair. Students further problematized cultural stereotypes through multimodal compositions. Additionally, students developed identities as legitimate multilingual multimodal composers by using French and other semiotic modes to create personalized design aesthetics. These findings illustrate the important ways that semiotic modes can interact to develop language, cultural awareness, and identity during study abroad. The study holds implications for teaching and analyzing the inseparability of language and other modes of expression.

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.

Community language schools provide language and cultural education to young people. Forming a key education sector worldwide with an estimated two million enrolments, these community-run, out-of-hours schools nonetheless tend to be marginalised by 'mainstream' education and 'mainstream' educational research. There has been a dramatic increase in research into community language schools in the past two decades, but there is still no systematic review that analyses the education role and contribution of this sector. This study aims to provide a clear picture of the extent, nature and gaps in the existing research into community language schools from 2001 to 2023. The study tracks how the research focus has shifted and grown in the past decades, but also highlights that the marginalisation of community language schools and research remains. The study directs researchers to relevant publications and suggests issues and topics in need of further research.

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.

This study examines how culture and development jointly shape moral values in northern Thailand. Eighty participants (40 adolescents [M[subscript age] = 17.30] and 40 parents, evenly divided across a rural community and a globalized urban city) completed the Ethical Values Assessment (EVA), a questionnaire that examines the extent to which individuals prioritize Ethics of Autonomy, Community, and Divinity. Statistical analyses reveal that these three moral values are customized by extent of exposure to globalization: adolescents in the globalized urban context were most likely to prioritize Autonomy, and least likely to prioritize Community. Urban parents prioritized Community values more so than their children and rural-dwelling parents. These and other findings speak to the effects of globalization and localization in the face of cultural change. The more granular focus on particular EVA items endorsed further reveals both the maintenance of long-standing cultural values (i.e., filial piety), even among those with most significant exposure to globalization, and ways in which certain autonomous values may be tailored to function alongside long-standing local values. In total, this study suggests that local value systems are maintained, reasserted, and dynamically reshaped with globalization.

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.

This article maps affective operations in artful teaching practices in Social Education at a University College in Denmark to make visible the ways affect shapes experience, behavior, and forms of social connection. The article contributes to the fields of playful learning and aesthetic learning in higher education through its application of a relational and situated approach to affectivity as a new line of inquiry illuminating the dynamics of affect in artful educational practices. We argue that bringing considerations of affectivity to the study of artful educational practices utilized as a catalyst for playful learning in Social Education has: (1) important implications for how we might leverage the affective power of bodies learning together (Harris, Jones, 2021) for designing and developing inclusive playful learning encounters; (2) important implications for how we might better understand the exclusive dynamics and micropolitical dimensions of aesthetic practices in order to better respond to the inherent power structures and nuanced nature of privilege.

The advent of large language models (LLMs) such as ChatGPT and text-to-image generation systems like DALL-E developed by OpenAI has raised critical questions in education and art communities, urging us not only to reconceptualize our understanding of creativity, authorship, and human--machine relations, but also to examine their social and ethical implications for teaching and learning. Particularly because the data sets to train many generative artificial intelligence (AI) models are not made available to the public and their operating mechanisms are opaque to human reasoning, it is difficult to predict their potential harm to the field of art education. Algorithms are trained on data sets from past data, which are developed by inherently biased humans, who have oppressed certain groups of people throughout history. Scholars and artists have raised issues of authorship and copyright infringement (Aktay, 2022; Cetinic & She, 2022; Dehouche & Dehouche, 2023; Vartiainen & Tedre, 2023), as well as accusations of reinforcing biases against certain groups of people based on race, gender, class, and dis/abilities (Bianchi et al., 2022; Dehouche, 2021; Johnson, 2022). Therefore, it is important to develop effective art pedagogies that can empower students to engage critically with these emergent intelligences to understand how they shape the ways we see ourselves, others, and the world through imagery.

This article examines the role creative and cultural higher education plays in the top-down development of Astana -- the new capital of Kazakhstan. Drawing on a mapping of higher education institutions in Kazakhstan's old (Almaty) and new capital cities as well as qualitative interview data with creative and cultural practitioners, academics and policymakers, we explore the complex relationship between the development of higher education infrastructure and the broader development of the local creative and cultural ecosystem of the new capital. By exploring challenges and opportunities surrounding these developments within the new capital city, we draw some insight regarding the sustainable development of higher education and the creative and cultural ecosystem more broadly. We find that creative and cultural higher education plays an essential role in the development of the new capital city and its opportunity to lead as a creative and cultural capital. In turn, we argue that creative and cultural HE development cannot happen in isolation but needs to be planned and carried out as part of the more comprehensive creative and cultural ecosystem development, reinforcing the local creative and cultural economy and being shaped by it. It also needs to be seen as a long-term development strategy rather than a short-term solution to jump ahead in urban hierarchies. However, we warn that wider political influences may hinder the development of a genuinely independent creative and cultural higher education system.

This paper feeds into scholarly interest on place-based creative industrial development. It considers the creative-led economic development of two UK cities, Dundee and Chatham as emerging through a series of interdependent relationships between locally based higher education institutions (HEIs) and cultural and creative industries (CCIs) that are connected as part of a cultural and creative ecosystem (CCE). The discussion reflects on how interconnecting collaborations foster platforms and networks that support a sustainable CCE. Based on the research findings from qualitative investigations within each city, the paper applies the capability approach as a methodological tool to investigate how resources can be converted into tangible, accessible opportunities for local communities. The approach illustrates the need to focus on the resources that connect HEIs to CCIs within a geographical location for sustainable development. It concludes with a series of policy recommendations aimed at local governments to develop more integrated, ecological leadership models and policies to support sustainable CCEs.