Search Results (663)

This study examines how pre-service teachers construct pedagogical knowledge to promote equity in school settings through reflection and research from an intersectional gender perspective. Situated within current debates on gender, interculturality, and social justice in teacher education, the study explores how pre-service teachers develop critical awareness of inequality and envision transformative practices. Using a qualitative design, three reflective workshops were conducted with students from Early Childhood and Elementary Education programs in Chilean universities. Thematic analysis identified nine principal codes, which were later organized into four analytical domains: knowledge construction, interculturality and inclusion, gender practices, and intersectional meanings. Results show that participants conceive teaching as a political and ethical practice linked to community engagement, democratic coexistence, and affective responsibility. They also challenge traditional gender roles by proposing co-care and collective well-being as foundations for equitable education. Furthermore, intercultural and situated pedagogies emerge as key strategies for connecting theory with practice and validating diversity within the classroom. Participants demonstrate emerging forms of intersectional and gender awareness, questioning the feminization of teaching and proposing notions of co-care and collective well-being that transcend binary gender norms. They also value intercultural and contextual pedagogies, emphasizing empathy, recognition of diversity, and the validation of students’ origins and trajectories. Full article

Italian hand gestures constitute a distinctive and widely recognized form of nonverbal communication, deeply embedded in everyday interaction and cultural identity. Despite their prominence, these gestures are rarely formalized or systematically taught, posing challenges for foreign speakers and visitors seeking to interpret their meaning and pragmatic use. Moreover, their ephemeral and embodied nature complicates traditional preservation and transmission approaches, positioning them within the broader domain of intangible cultural heritage. This paper introduces a machine learning–based framework for recognizing iconic Italian hand gestures, designed to support cultural learning and engagement among foreign speakers and visitors. The approach combines RGB–D sensing with depth-enhanced geometric feature extraction, employing interpretable classification models trained on a purpose-built dataset. The recognition system is integrated into a non-immersive virtual reality application simulating an interactive digital totem conceived for public arrival spaces, providing tutorial content, real-time gesture recognition, and immediate feedback within a playful and accessible learning environment. Three supervised machine learning pipelines were evaluated, and Random Forest achieved the best overall performance. Its integration with an Isolation Forest module was further considered for deployment, achieving a macro-averaged accuracy and F1-score of 0.82 under a 5-fold cross-validation protocol. An experimental user study was conducted with 25 subjects to evaluate the proposed interactive system in terms of usability, user engagement, and learning effectiveness, obtaining favorable results and demonstrating its potential as a practical tool for cultural education and intercultural communication. Full article

This article documents and analyzes a three-month intercultural performance collaboration with Metamorphosis Theatre in St. Petersburg, Russia, during the summer of 1992—a pivotal moment following the dissolution of the Soviet Union. Drawing on the author’s fieldwork methodology developed through decades of collaboration with Indigenous communities in Alaska, Southern Africa, and Siberia, the project employed trance techniques, rhythm-based training, and ritual archaeology to reconstruct pre-Christian Slavic performance practices. The resulting production, Shadows from the Planet Fire, emerged through a process that positioned ritual not as nostalgic revival but as a living technology for addressing cultural trauma and existential displacement. This account contributes to performance studies, applied theatre, and cultural heritage discourse by demonstrating how cosmocentric Indigenous methodologies can be adapted to address the spiritual and psychological wounds of post-industrial, post-colonial societies. The work establishes foundational principles for what the author terms “Techdigenous” practice—the synthesis of Indigenous wisdom traditions with contemporary performance contexts—and argues for ritual as a necessary consciousness technology in an era of ecological crisis and cultural fragmentation. Full article

This introductory essay revisits the concept of “Prague German Literature,” focusing on the Prague Circle’s engagement with enduring humanistic values amid early twentieth-century upheaval. While Franz Kafka is one of the most well-known authors of the twentieth century, this essay (and the Special Issue) highlights lesser-known Czech German authors and engages with the criticisms of the definitional boundaries of terms like “circle” and “school.” Drawing on recent scholarship, it situates these writers within Prague’s multilingual, multiethnic context and challenges postmodern approaches that reduce the literature to power discourse. Instead, it advocates for renewed attention to moral ambiguity, cultural mediation, and universal human concerns. Revisiting foundational scholars such as Max Brod, H. G. Adler, and Margarita Pazi, the essay also engages contemporary critics who propose more nuanced models of literary affiliation. Ultimately, this essay argues for the continued relevance of these authors in fostering intercultural dialog and reflecting on the (in)stability of values in times of crisis, framing the contributions of this Special Issue. Full article

This study examines the intercultural competence of Greek primary school teachers and early childhood educators enrolled in the Joint Master’s Program Intercultural Education & Mediation at the University of Patras. Using the Intercultural Development Inventory (IDI), the study assessed both perceived and developmental orientations of intercultural competence. The results reveal a significant gap between teachers’ self-assessed and actual competence, with most participants positioned in a minimization orientation—emphasizing commonalities while overlooking the educational value of cultural differences. Such an orientation limits teachers’ ability to fully engage with diversity, often resulting in superficial approaches to multicultural classrooms. The findings underscore the urgent need for systematic professional development in intercultural competence, diversity education, and critical self-reflection. Within this framework, the practicum of the Master’s program emerges as a key mechanism for transformation: through immersive experiences in schools, NGOs, and community organizations, coupled with structured reflective practices, teachers confront real intercultural challenges and develop adaptability, empathy, and resilience. By bridging theory with practice, the practicum fosters meaningful growth in intercultural mindset, enabling educators to acknowledge their biases, embrace cultural diversity as an asset, and design inclusive learning environments. Overall, the study contributes to the literature on intercultural competence and teacher education, offering insights into the challenges Greek educators face and the role of practicum-based learning in fostering culturally responsive teaching. Full article

This study examines how Mapuche educational values are incorporated and reinterpreted within Early Childhood Education in Lafkenche contexts. Using a qualitative intercultural approach, research was conducted in three kindergartens in Saavedra, involving children, families, kimches (wise community members), and Indigenous Language and Culture Educators (ELCI). The findings reveal that values such as kümeche (good person), norche (upright person), kimche (wise person), and newenche (strong person) are transmitted through play, storytelling, autonomy, songs, and rituals. Despite these advances, structural gaps remain, such as limited intercultural teacher training, lack of curricular guidance, and weak school–family articulation. The study concludes that moving toward truly intercultural early education demands recognizing kimün (Mapuche wisdom) as a valid source of knowledge and strengthening pedagogical connections between schools, families, and local communities. Full article

Intercultural Competence (IC) has gained prominence as a strategic priority in higher education; however, the socio-emotional mechanisms through which it develops in structured short-term academic mobility remain underexplored. This qualitative study addresses this gap by examining the intercultural learning experiences of undergraduate, graduate, and doctoral students from Trakia University, Bulgaria, who participated in a two-week winter academic program in Zhuhai, China, hosted by the Beijing Institute of Technology. Employing a triangulated qualitative design that combines semi-structured interviews, participant observation, and content analysis of institutional discourse, the study foregrounds emotional regulation as a central process underpinning intercultural competence development. The findings indicate that navigating culturally unfamiliar situations and “disorienting dilemmas” within a multicultural co-living environment facilitated stable behavioral adaptations, including active listening, reflective pausing, empathy, and tolerance. These adaptations supported emotional well-being by reducing uncertainty and fostering a sense of belonging and psychological safety within the multicultural learning community. Repeated emotional engagement with cultural difference enabled participants to internalize values of openness and mutual respect, contributing to the formation of intercultural attitudes that extended beyond the immediate learning context. These processes functioned as a feedback loop through which intercultural competence became integrated into participants’ emerging personal and professional identities. The study demonstrates that even short-term academic exchanges, when pedagogically structured and emotionally immersive, can foster meaningful intercultural learning, leadership readiness, and professional orientation. By highlighting emotional regulation as a pathway to emotional well-being (belonging and psychological safety) and to identity integration, the findings contribute to broader social science discussions on student well-being and identity formation in transnational higher education. Full article

This qualitative study explores the induction experiences of Palestinian Arab novice teachers in Jewish-majority schools in Israel during a period of intense national tension (2023–2025). Amid ongoing teacher shortages in the Jewish sector and a surplus of qualified teachers in the Arab sector, Boundary-Crossing Teaching (BCT) has become a notable phenomenon. Using semi-structured interviews and reflective journals of 23 beginning teachers and eight mentors, the study investigates how minority educators navigate cultural and political divides in a conflict-affected society. The findings reveal that during periods of heightened tension, teachers’ professional identity is often overshadowed by ethnic suspicion, leading to a “dual burden” of professional and national representation. The data shows that teachers navigate national ceremonies through “strategic ambiguity”—performing outward compliance (e.g., standing for the siren) while maintaining internal identity boundaries. Furthermore, the study identifies a paradox in language dynamics: while Palestinian Arabic is often “securitized” and viewed with suspicion in staffrooms, teachers successfully leverage their linguistic background as “intercultural capital” to build empathy with students. The research finds that shared-identity mentors provide an essential “third space” for processing experiences of racism that are otherwise silenced within the school hierarchy. These empirical results demonstrate that teacher retention in conflict zones requires active institutional protection to prevent professional status from collapsing into national categorization. Full article

Indigenous Kichwa women in the Ecuadorian Amazon experience disproportionately high levels of obstetric violence, yet their experiences remain largely absent from national demographic data. This study aims to measure the prevalence and forms of obstetric violence among Kichwa women while demonstrating the utility of community-designed demographic tools for documenting marginalized reproductive health experiences. We developed a participatory survey in collaboration with Kichwa midwives and women, several of whom are co-authors, and administered 139 structured surveys and 69 ethnographic interviews across 43 Indigenous communities in the Napo province to women who had given birth in a public hospital within the past five years. Quantitative data were analyzed using descriptive statistics to estimate prevalence across domains of obstetric violence, and interviews were thematically analyzed to contextualize these patterns. Findings indicate pervasive obstetric violence, including non-consensual procedures, verbal and psychological abuse, structural barriers to care, and suppression of traditional practices such as midwifery and plant medicine. Over 80% of participants reported at least one non-consensual procedure and at least one form of cultural or epistemic suppression, with most experiencing violence across multiple domains. These results position obstetric violence in the Amazon as a compounded, population-level exposure shaped by structural, environmental, and cultural determinants, underscoring the need for intercultural health reforms and Indigenous-led models of health governance. Full article

In the context of global sustainability agendas and the rapid transformation of the media industry, cultivating new media professionals equipped with language proficiency, cross-cultural communication skills, and sustainability awareness has become a crucial educational imperative. This study implemented a pedagogical framework integrating Content-Based Instruction (CBI) and Project-Based Learning (PBL) at Communication University of Shanxi, centering on authentic media projects. A mixed-methods approach (questionnaires, N = 204; semi-structured interviews, n = 50) was employed to evaluate its effectiveness. Under this model, students demonstrated positive gains in linguistic knowledge and skills, media literacy, self-directed learning, critical thinking, and teamwork. Positive outcomes were also observed in intercultural competence and innovative thinking. Comparative analysis of pre- and post-test academic performance indicated significant improvement across all participating majors. The integrated CBI-PBL model provides a promising teaching pathway for sustainability-oriented foreign language education within similar instructional contexts. It contributes to achieving United Nations Sustainable Development Goal 4 (SDG 4) and offers theoretical and practical insights for aligning media education with the evolving sustainable demands of the industry Full article

The notion of complex thinking has become established as an essential competency for understanding multidimensional social phenomena and for engaging with democratic processes in diverse contexts. This study examined within-individual changes associated with participation in an educational intervention aimed at developing complex thinking among university students in Bolivia, Chile, Colombia, and Mexico, and explored their implications for intercultural citizenship education. A quasi-experimental pretest–posttest design was employed, drawing on panel data and fixed-effects regression models to estimate intraindividual variation over time, complemented by an exploratory differential analysis by sex. The findings revealed statistically significant within-individual changes across the four evaluated subdimensions, as well as differentiated patterns by sex, with women showing higher relative changes in critical and innovative thinking and men showing higher relative changes in scientific reasoning. Interpreted in dialogue with existing literature, these observed changes in complex thinking are consistent with theoretical frameworks that conceptualize such competencies as relevant cognitive foundations for intercultural citizenship. Overall, the study provides empirically grounded insights into the role of complexity-oriented learning experiences in higher education in Latin America and outlines considerations for the design of more context-sensitive and equity-oriented educational initiatives. Full article

This study examined whether strong ethnic community participation facilitates social integration or reinforces social separation among Filipina marriage migrants in the Daegu–Gyeongbuk region of South Korea. A mixed-methods design combined survey data collected between 2018 and 2019 with a media discourse analysis covering 2020 to 2025. Survey results indicate extensive ethnic network participation, with 94.5% of respondents involved in religious or Filipino community organizations, yet persistent integration challenges. Language barriers were reported by 54.8% of respondents and cultural misunderstandings by 40%, suggesting strong bonding social capital alongside limited bridging social capital even after prolonged residence. Drawing on Putnam’s social capital theory, 328 news articles on Filipino–Korean relations were screened, of which only 10 directly addressed marriage migrants. None examined the routine experiences identified in the survey, reflecting discursive erasure shaped by polarized narratives of victimization or exceptional success. The temporal separation between the datasets enables an assessment of whether documented integration patterns are acknowledged in public discourse. The findings raise concerns about policy approaches that prioritize ethnic community centers without providing sustained opportunities for intercultural interaction, particularly given that many respondents entered marriage through religious matching programs that embedded them within ethnic networks, with potential health implications. Full article

This article explores the incorporation of linguistic landscape (LL) studies into English for General Academic Purposes (EGAP) courses, emphasizing its potential to enhance language learning through real-world engagement. This study highlights the growing interest in LL as a sociolinguistic phenomenon that reflects urban multilingualism and cultural dynamics. The goal of this article is to analyze pedagogical benefits of integrating LL into language education, such as fostering critical thinking, pragmatic competence, intercultural awareness among students, and creating situations in which the target language is used in natural communication. Through a case study conducted at the Guangdong Technion–Israel Institute of Technology, the author presents specific classroom activities and reports on how they can be combined with fieldwork conducted by students. The goal of the tasks was to let students analyze language use in public spaces, classifying the surrounding signs into top-down and bottom-up, and informative and regulatory, and discuss how social prestige of languages is reflected in multilingual signs. In documenting written language in public places, creating their own signs and assessing their peers’ work, students were practicing both receptive and productive skills. Most of the work was done in small groups, which contributed to the students’ ability to collaborate with peers. The findings suggest that LL projects can effectively bridge classroom learning with lived language experiences, although challenges remain in implementation due to time constraints and pedagogical ideologies. Full article

Swaddling, known in Quechua as qillpu, is an ancestral practice still in use in Andean communities, linked to cultural conceptions of health, protection, and appropriate ways of raising babies. The objective of the research was to analyze the sociocultural meanings and practices associated with qillpu, as well as the tensions that arise in relation to conventional medicine in the field of childhood. A qualitative ethnographic approach was used, involving in-depth interviews with mothers, participant observation, and interpretive analysis of the discourses collected in Andean communities. The results show that swaddling is perceived as a comprehensive care strategy that promotes rest, bodily symmetry, and the physical and spiritual protection of the child. The testimonies legitimize its use in the face of accusations of abuse, emphasizing its temporary and functional nature. It is concluded that the qillpu maintains a solid symbolic and practical relevance, and therefore its analysis requires an intercultural dialogue that articulates ancestral knowledge with biomedical approaches. Full article