Developmental Model Of Intercultural Sensitivity - amazonia.fiocruz.br

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Cultural sensitivity , also sometimes referred to as cross-cultural sensitivity or simply cultural awareness , is the knowledge, awareness, and acceptance of other cultures and others' cultural identities. It is related to cultural competence the skills needed for effective communication with people of other cultures, which includes cross-cultural competence , and sometimes regarded as the precursor to the achievement of cultural competence, but is a more widely used term than cultural competence. On the individual level, cultural sensitivity enables travellers and workers to successfully navigate a different culture with which they are interacting. Cultural sensitivity counters ethnocentrism , and involves intercultural communication and other skills. Many countries' populations include minority groups comprising indigenous peoples and immigrants from other cultures, and workplaces, educational institutions, media and organisations of all types are mindful of being culturally sensitive to these groups. Increasingly, training is being incorporated into workplaces and students' curricula at all levels. The training is usually aimed at the dominant culture , but in multicultural societies may also be taught to migrants to teach them about other minority groups, and it may also be taught to expatriates working in other countries. Cultural diversity includes demographic factors such as race , gender , and age as well as values and cultural norms. Definitions of cultural sensitivity abound. At base, it is the knowledge, awareness, and acceptance of other cultures. Developmental Model Of Intercultural Sensitivity.

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Factors influencing the ways students develop intercultural sensitivity at an international school in China. Services Full metadata XML. Title Factors influencing the ways students develop intercultural sensitivity at an international school in China. Authors Hibbeln, Michael. Issue Date Type Thesis or Dissertation. Abstract The purpose of this study was to examine high school teacher, parent, and student views of factors influencing the development of student intercultural sensitivity at an international school in China.

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Evidenced by the growth of K international schools around the world, an intercultural education appears to be of value to an increasing number of families. From this qualitative study, themes emerged indicating a unique set of both individual and institutional factors converging in schools that influence the development of student intercultural sensitivity. Teachers, parents and students indicate that intercultural sensitivity is developed through significant immersion experiences and interactions with others from different cultures. Institutional factors influencing student intercultural sensitivity are organizational policies, natural unforced activities such as co-curricular activities, school community events, a diverse teaching staff, and student body, Developmental Model Of Intercultural Sensitivity with host culture through class trips, the International Baccalaureate framework, and language classes.

Keywords Factors. International Baccalaureate. Transformational School Leadership.]