Category: Challenging & Preserving: Culture, Inter/Multiculturalism & Language

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Whose Culture? Exploring Multiculturalism Through Ministry-approved Children’s Literature in the Republic of Croatia

This research aims to explore how the mandatory children’s literature, prescribed by the Ministry of Science and Education and covered within the school subject ”Croatian Language,” depicts Croatian cultural heterogeneity and global cultural diversity and whether it offers examples of vocabulary that would assist elementary school students in engaging in critical analyses about human-rights topics

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The Reproduction of Japanese and Foreigners as Separate Categories – An Ethnographic Study on English Summer Camps in Japan

Internationalization (or kokusaika, the “continuation of the practice of being open to the outside world while protecting and promoting the national culture” (Hagermann: 2009)) remains a pre-eminent, long-term goal of the Japanese Ministry of Education. As interaction between Japanese and non-Japanese is still limited in Japan, the Japanese government puts a great emphasis on creating

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Maloya: Performing Reunionese Identity

Maloya is a vernacular style of dance and music, born in the former French colony of La Réunion at the time of slavery. Slaves from Madagascar, Africa, indentured labourers and workers from India, China and France brought by the French colonisers to the sugarcane plantations led to a diverse mix of ethnicities, languages, customs and

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Gathering of ‘Tacit Knowledge’ through Oral History

The University of Malaya is the oldest campus in the country. Over the years, many of its scholars including professors and staff have retired; many who are distinguished and reputable experts in their fields. Hence, there is a need to gather tacit knowledge from these individuals rapidly before the information are vanished forever, particularly non-quantifiable

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Differences in Achievement Gap in Nepal: Analysis of Teacher-student Ethnic Match

The current study investigated the differences in achievement gap among the eighth-grade students in science, mathematics, social studies and the Nepali language subjects based on teacher-student ethnic match. Using the convenient sampling procedure, records of ten schools in Nepal were used for data collection. Using the non-parametric Mann-Whitney U test, an alternate to the independent