Intercultural communication is undisputably important in today’s world.Schools on every level in China attach great importance to educating young people with intercultural communication competence.Chinese anthropolog...Intercultural communication is undisputably important in today’s world.Schools on every level in China attach great importance to educating young people with intercultural communication competence.Chinese anthropologist Fei Xiaotong developed the concept of cultural self-awareness to meet this urgent need.The paper explores the rich meanings of cultural self-awareness concept and how the idea is relevant to teaching intercultural communication.展开更多
Since humanity entered the 20th century,diversity has become a key feature that manifests itself in all aspects of society.As a venue for people and ideas to meet,universities face ever-increasing challenges in fulfil...Since humanity entered the 20th century,diversity has become a key feature that manifests itself in all aspects of society.As a venue for people and ideas to meet,universities face ever-increasing challenges in fulfilling their cultural mission.With unprecedented human connectivity,cultural competence is more than a goal.It has become an essential skill for students and a key concern for policymakers and practitioners across the world.Considering the strengths and weaknesses of current approaches to cultural competence education,this article aims to elucidate the significance of the notion of cultural self-awareness proposed by Fei Xiaotong,China’s premier social anthropologist.It explores how Fei’s insights can facilitate universities to rethink their conception and delivery of cultural competence education.By challenging the tendency for cultural competence education to be segregated among a range of disciplines and moving it to the core of the university’s curricular offerings,the article promises an approach whereby all students,regardless of their disciplinary backgrounds,can benefit from the full development of their cultural capability,as can the institution,wider community,and society as a whole.展开更多
Cross-cultural education is often understood to mean acquiring cultural knowledge about different cultural groups in order to serve people from diverse groups equitably.However,this article argues that to work effecti...Cross-cultural education is often understood to mean acquiring cultural knowledge about different cultural groups in order to serve people from diverse groups equitably.However,this article argues that to work effectively in cross-cultural situations,we need to learn about our own culture and develop an approach of respectful curiosity.The first goal of cross-cultural education is to understand how culture influences our thoughts,perceptions,biases,and values at an unconscious level.The second goal is to understand the nature of individual cultural identity as a multidimensional and dynamic construct through exploration of our own cultural identity.This exploration helps us understand the limitations of learning about‘others’through learning categorical information and helps us limit the effect of our implicit biases on our interactions.The approach of respectful curiosity is recommended to question our assumptions,understand each unique individual patient,connect with each patient,and build the therapeutic relationship.展开更多
Numerous studies conducted on educational leadership have generally emphasized the role of principal,whereas,research on middle leadership remains limited[1].The purpose of this paper is to explore and investigate the...Numerous studies conducted on educational leadership have generally emphasized the role of principal,whereas,research on middle leadership remains limited[1].The purpose of this paper is to explore and investigate the development of middle leadership and seeks to fill in the gap by providing the analysis from a Chinese context.The author found that middle leaders are positioning at a challenging role,in which they are required to take charge of responsibilities of both a leader and a teacher,and in the meantime,they also need to negotiate between the senior leader,the colleagues.and subordinates.Furthermore,personal factors such as self-awareness and resilience are discovered to be pivotal for middle-leadership development.Apart from that,the principal plays a critical role in establishing collaborative school culture that facilitates the development of middle leaders based on the influences from the school’s history,culture,and policies.展开更多
基金This paper is a program of the project:Construction of Common Core Courses for Graduate Students of the University of Shanghai for Science and Technology(Project Fund No.GG202301).
文摘Intercultural communication is undisputably important in today’s world.Schools on every level in China attach great importance to educating young people with intercultural communication competence.Chinese anthropologist Fei Xiaotong developed the concept of cultural self-awareness to meet this urgent need.The paper explores the rich meanings of cultural self-awareness concept and how the idea is relevant to teaching intercultural communication.
文摘Since humanity entered the 20th century,diversity has become a key feature that manifests itself in all aspects of society.As a venue for people and ideas to meet,universities face ever-increasing challenges in fulfilling their cultural mission.With unprecedented human connectivity,cultural competence is more than a goal.It has become an essential skill for students and a key concern for policymakers and practitioners across the world.Considering the strengths and weaknesses of current approaches to cultural competence education,this article aims to elucidate the significance of the notion of cultural self-awareness proposed by Fei Xiaotong,China’s premier social anthropologist.It explores how Fei’s insights can facilitate universities to rethink their conception and delivery of cultural competence education.By challenging the tendency for cultural competence education to be segregated among a range of disciplines and moving it to the core of the university’s curricular offerings,the article promises an approach whereby all students,regardless of their disciplinary backgrounds,can benefit from the full development of their cultural capability,as can the institution,wider community,and society as a whole.
文摘Cross-cultural education is often understood to mean acquiring cultural knowledge about different cultural groups in order to serve people from diverse groups equitably.However,this article argues that to work effectively in cross-cultural situations,we need to learn about our own culture and develop an approach of respectful curiosity.The first goal of cross-cultural education is to understand how culture influences our thoughts,perceptions,biases,and values at an unconscious level.The second goal is to understand the nature of individual cultural identity as a multidimensional and dynamic construct through exploration of our own cultural identity.This exploration helps us understand the limitations of learning about‘others’through learning categorical information and helps us limit the effect of our implicit biases on our interactions.The approach of respectful curiosity is recommended to question our assumptions,understand each unique individual patient,connect with each patient,and build the therapeutic relationship.
文摘Numerous studies conducted on educational leadership have generally emphasized the role of principal,whereas,research on middle leadership remains limited[1].The purpose of this paper is to explore and investigate the development of middle leadership and seeks to fill in the gap by providing the analysis from a Chinese context.The author found that middle leaders are positioning at a challenging role,in which they are required to take charge of responsibilities of both a leader and a teacher,and in the meantime,they also need to negotiate between the senior leader,the colleagues.and subordinates.Furthermore,personal factors such as self-awareness and resilience are discovered to be pivotal for middle-leadership development.Apart from that,the principal plays a critical role in establishing collaborative school culture that facilitates the development of middle leaders based on the influences from the school’s history,culture,and policies.
