Intercultural empathy: Myth, competency, or possibility for alliance building?

DeTurk, Sara

doi:10.1080/03634520109379262

Cited by 41 publications

(13 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It has sometimes been assumed in multicultural pedagogy that within a democratically structured class, when White students are the most numerous group they are likely to dominate class discussions (DeTurk, 2001). In our observation, at least in a multicultural classroom where there was a large enough number of Black students to constitute a visible group and where the instructor was also Black, the reverse was much more likely.…”

Section: Implications For Pedagogymentioning

confidence: 70%

“…Many courses extend class dialogue by having students keep a journal or complete some other reflective writing assignment (Lawrence & Bunche, 1996;Walker, 1993). Cross-cultural simulations such as Bafabafa, videos, and other in-class activities are likewise standard fare (Colville-Hall, MacDonald, & Smolen, 1995;DeTurk, 2001), providing yet further opportunity for students to discuss their feelings and experiences. (For suggested readings on whiteness for communication classes, see Martin & Davis, 2001.…”

Section: Whiteness In the Classroommentioning

confidence: 99%

See 1 more Smart Citation

Communicating to Develop White Racial Identity in an Interracial Communication Class

Miller¹,

Harris

2005

Communication Education

View full text Add to dashboard Cite

The study examines the dilemmas communicated by White students as they addressed issues of whiteness raised in an undergraduate interracial communication course. Data included semester-long in-class observation, three focus groups of White students from the class, and student documents. Communication patterns associated with dealing with White privilege, defining an antiracist lifestyle, and becoming comfortable with communicating about race were identified. Reasons for and response to white student silence in diversity-related courses are discussed.

show abstract

Section: Implications For Pedagogymentioning

confidence: 70%

Section: Whiteness In the Classroommentioning

confidence: 99%

Communicating to Develop White Racial Identity in an Interracial Communication Class

Miller¹,

Harris

2005

Communication Education

View full text Add to dashboard Cite

show abstract

“…• Empati, farklı perspektiflerden çok sayıda araştırmanın konusu olmasına rağmen, kültürel bir perspektiften ele alındığında ise keşfedilen yeni bir alan olarak ortaya çıkmaktadır. Bu noktada diyalojik yaklaşım, kültürlerarası bağlamda tanımlama yapılmasına daha yakın bir bakış sağlamakta, empati sürecinde ortak anlam yaratılması sürecini diğer kişinin var olan düşünce ve duygularına ilişkin bilginin doğru şekilde tanımlanmasını önemsemektedir (DeTurk, 2001). Bu bağlamda en temel anlamıyla kültürlerarası empati, kendi kültüründen olmayan kişilerin sahip olduğu kültürü anlama becerisi ve o kültüre karşı karşılıklı anlayış içerisinde duyarlılık gösterme biçimi olarak tanımlanabilmektedir.…”

Section: Empati Ve Kültürlerarası Empati Kavramıunclassified

Global Bi̇r Anlayiş Yaratmanin Yolu: Kültürlerarasi Empati̇

Eginli¹,

Taş²

2018

jisr

View full text Add to dashboard Cite

Öz Kültürel farklılıklar, globalleşmenin etkisi ile kişilerin yaşamının merkezinde yer almaya başlamıştır. Bu durum, kişinin diğer kültürden kişilerle iletişim kurmasını ve sürdürmesini gerekli kılmaktadır. Farklı kültürden kişiler ile doğru ve etkili iletişim kurabilmek için ise kültürlerarası (iletişim) yeterliliğe sahip olmak önem taşımaktadır. Bu noktada ise farklı kültürler hakkında bilgi sahibi olmanın ötesinde, o kültürden kişileri anlamak ve bu anlayışla yanıt verebilmek gerekmektedir. Bunun için kültürlerarası yeterliliğin en önemli bileşeni kültürlerarası empatidir. Bu çalışmada kültürlerarası empati kavramı ve kültürlerarası empatinin gelişimi için kültürlerarası duyarlık ve kültürlerarası farkındalık kavramları aşamaları ile birlikte açıklanmaktadır. Bununla birlikte kültürlerarası empati kavramına ilişkin 1997 ile 2017 yılları arasında yayınlanmış makaleler WoS ve Scopus'ta dizinlenen çalışmalar içerik analizi yolu ile incelenmiştir. Araştırmanın sonucunda makaleler, kültürlerarası empati kavramının ele alınış biçimi, araştırmanın konusu, araştırma yöntemi vb. kategorilerde betimsel istatistikler ile değerlendirilmiştir.

show abstract

“…This practice is widely supported in the literature. Working with diverse others in carefully designed and facilitated activities has been shown to promote students intellectual and intercultural development (DeTurk, 2001;Lee et al, 2012;King, 2002;Smith and Associates, 1997). The practice has also been demonstrated to foster community building among students (Ortiz, 2002;Tatum, 2000).…”

Section: Instructional Activitiesmentioning

confidence: 99%

“…According to DeTurk (2001), the development of intercultural competence is facilitated through frequent and in-depth contact with diverse others. Pedagogical approaches that require students working with diverse peers, such as cooperative learning, service learning, and collaborative learning communities have been proven to facilitate students' intellectual development and multicultural competencies (Smith & Associates, 1997).…”

Section: Best Practice Teaching Strategiesmentioning

confidence: 99%

An Exploration of Effective Community College Instructors' Use of Culturally Competent Pedagogies

Bunk¹

2000

View full text Add to dashboard Cite

Increasing diversity among community college students and the rising demand for a culturally competent workforce necessitate community college faculty across all disciplines to adjust their pedagogical choices to effectively serve diverse students while preparing all students for the new global era. The purpose of this narrative study was to explore what culturally competent pedagogies effective community college instructors use and reasons behind their choices. The study was conducted at a large community college in the Pacific Northwest. Data was collected through in-depth interviews with ten instructors teaching in different disciplines. In addition, the Intercultural Development Inventory (IDI) was used to measure participants' intercultural competency. The findings revealed that the participants were cognizant of the growing diversity in their classes and made a number of pedagogical choices to accommodate their students' needs. The findings also revealed that the participants' teaching in the Humanities and the Adult Basic Skills departments had more latitude in engaging diversity and choosing materials to fit the needs of their students compared to science and vocational field instructors. iii Acknowledgements

show abstract

Intercultural empathy: Myth, competency, or possibility for alliance building?

Cited by 41 publications

References 14 publications

Communicating to Develop White Racial Identity in an Interracial Communication Class

Communicating to Develop White Racial Identity in an Interracial Communication Class

Global Bi̇r Anlayiş Yaratmanin Yolu: Kültürlerarasi Empati̇

An Exploration of Effective Community College Instructors' Use of Culturally Competent Pedagogies

Contact Info

Product

Resources

About