Using a risk/resiliency paradigm, this book presents very personal narratives of authors who, in the face of profound challenges, have gone on to become teachers. These authors/teachers are thereby well placed to make a difference in the lives of all those who come under their direct influence, especially those that are most at-risk and/or marginalized. Inclusive of a review of selected seminal research literature, and a full description of the evolution of the project, the essence of this book lives, overwhelmingly, in the telling of personal stories.
Do you think that communicating across cultural boundaries is a necessary skill in today's globalized economy? Do you believe that immersion in another culture automatically means becoming interculturally competent? Have you ever wondered why students sometimes come back from their placement abroad with negative stereotypes confirmed? What can universities do to ensure that students develop these skills? If these are issues you want to address, then reading this book may help you in finding relevant answers.
This book provides a theory-based insight on why intercultural competence acquisition does not happen automatically when a student is exposed to a different organizational and host country culture environment, but requires well-designed intervention measures. The chapters present a comprehensive, but scalable support structure for students on work placements abroad based on the outcomes of the university-enterprise cooperation project SKILL2E. In this project seven universities and five enterprises from Austria, Finland, Spain, Romania, Turkey, the UK and the US have collaborated in designing a framework that supports intercultural learning for students on work placements abroad. These intervention measures include pre-departure training to raise awareness regarding sensitive issues in different organizational and host country cultures, guided reflection during and after the placement to trigger deeper learning, a model for cultural mentoring, and an evaluation concept to measure the effectiveness of the interventions in order to continuously improve. Real examples demonstrate how universities can prepare graduates for the networked workplace of tomorrow and how enterprises can integrate and benefit from the innovation and productivity potential of diversity.
This book is the first of its kind to specifically look at the issues of how disability is culturally placed and contextualized in different societies. Within, it covers a range of professional, inter-professional, and international perspectives of culture and disability. It also begins to look at the cultural considerations when researching culture and disability. These cutting edge chapters written by leading practitioners, researchers, and academics raise questions and provide answers to some of the critical issues around disability and culture. In their writings, they highlight current and seminal work on this topic while providing clarity on the meaning of disability and culture in a way that opens up debate and provides resolution. This book provides a positive outlook on the topic and makes it accessible to not only academics and professionals, but also service users and students alike. The authors throughout this book largely agree that those living with disability need to be provided for in society and that this is achieved through a cultural understanding of disability in society and an understanding of self. The importance of their comments relating to these concepts are to be noted.