Cross-Cultural Social Work: A Critical Approach to Teaching and Learning to Work Effectively across Intersectional Identities

Azzopardi, Corry

doi:10.1093/bjsw/bcz169

Cited by 26 publications

(14 citation statements)

References 57 publications

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“…Additionally, Confucian values and traditions are deeply rooted in Chinese culture (Liu et al , 2020b). These cultural features are different from Western cultural values and impact different teaching and learning approaches (Azzopardi, 2020) and curricular reform. Consequently, additional study into the diverse teaching methods and pedagogical practices of Chinese EE is needed (Cui et al , 2019).…”

Section: Theoretical Foundationsmentioning

confidence: 99%

Teaching entrepreneurship in China: culture matters

Lyu

Shepherd

Lee

2021

IJEBR

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PurposeThe primary purpose of this research is to explore how the cultural context, in this case, China, influences the teaching of entrepreneurship that seeks to cultivate student entrepreneurs during their university experience.Design/methodology/approachA qualitative case study approach is adopted to explore how the cultural environment affects the delivery and application of entrepreneurship education to university students in a Chinese context. Seventeen student entrepreneurs and three lecturing staff members in three Chinese universities were interviewed using a semi-structured interview approach.FindingsThe findings suggest that while Chinese universities have been importing teaching models and methods of entrepreneurship education from the United States and other countries, both students and educators are starting to recognise the need for teaching methods to be contextualised and designed based on national conditions and cultural characteristics. Findings from this study highlight cultural fusion and collision in the process of importing and implementing entrepreneurial teaching methods. For example, teaching students how to write a business plan appears to offer limited value for students' start-up activities and their venture development. The didactic teaching method centred on teachers without entrepreneurial experience works for the teaching “about” entrepreneurship but is paradoxical to the goal of teaching “for” entrepreneurship.Originality/valueLittle theoretical or empirical attention has been paid to the complexity of the cultural environment of teaching approaches to entrepreneurship education. This paper provides novel empirical insight into why the cultural environment plays a critical role in teaching approaches to entrepreneurship education and how these teaching approaches can be culturally nuanced to better meet the needs of nascent student entrepreneurs in various cultural contexts.

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Section: Theoretical Foundationsmentioning

confidence: 99%

Teaching entrepreneurship in China: culture matters

Lyu

Shepherd

Lee

2021

IJEBR

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“…Organisational research and education that utilises an intersectional lens with practical actions is needed to challenge the views and values of organisations [23]. Research should question how practices, policy, and politics perpetuate inequity and inequality to re-focus on organisational social responsibility and to advance inclusion [23,[29][30][31]. Organisations should not only respond to diversity and inequalities but rather embrace intersectionality to harness diverse talent, human capital and capability, and cultivate a sense of belonging for diverse individuals.…”

Section: Introductionmentioning

confidence: 99%

“…Moving from intersectional theory to practice will assist in the development of a diverse and productive STEMM workforce operating at its full human potential. Key to this was the foundation of transformative learning and the building of an evidence base of practice promoting an intersectional view of inclusion, using an education module as a teaching moment pedagogy that required participants' critical self-reflection and self-evaluation of behaviours beyond the nominal universal diversity identities [29]. The consideration of the importance and role of leadership is paramount for an intersectional focus to deliver change, not only by individual behavioural modelling, but by understanding disadvantage, and to challenge thinking, behaviour, structures, policy, systems and power [20,30,34].…”

Section: Introductionmentioning

confidence: 99%

Seeing and Overcoming the Complexities of Intersectionality

Thomas¹,

MacMillan²,

McKinnon³

et al. 2021

Preprint

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. 1) Background: Intersectionality contests that individuals have multiple characteristics in their identity that cannot be siloed or deemed exclusive to each other. Understanding and utilising an intersectional lens in organisations can increase inclusion of individuals and organisational performance. An educational package known as the Intersectionality Walk (IW) was developed by the authors, piloted, and evaluated in order to break down the commonly held descriptors of diversity silos that fragments inclusion, and to understand how various identity characteristics compound disadvantage. The paper outlines the need to transition from siloed views of diversity to a more intrinsic view of identity to achieve inclusivity. 2) Methods: The IW was developed and trialled with a series of work-based scenarios and realistic multifaceted personas. Data collection occurred pre- and post- IW utilising a mixed methods approach. Responses to Likert scale surveys and open-ended questions were captured and analysed via inductive and ground theory perspectives. 3) Results: An improved awareness and understanding of individual knowledge, reflectivity and positionality relating to intersectionality and intersectional approaches was reported on completion of the IW. Further, responses reported how and why organisations can approach and improve inclusivity via using intersectional approaches. 4) Conclusions: The IW as an educational package has a positive impact and is a key linkage for all employers to build an inclusive culture and to harness the talent of all employees. Further research will occur to measure the implemented change in organisations following the IW.

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“…Organisational research and education that utilises an intersectional lens with practical actions is needed to challenge the views and values of organisations [23]. Research should question how practices, policy, and politics perpetuate inequity and inequality in order to re-focus on organisational social responsibility and to advance inclusion [23,[29][30][31]. Organisations should not only respond to diversity and inequalities but rather embrace intersectionality to harness diverse talent, human capital and capability, and cultivate a sense of belonging for diverse individuals.…”

Section: Introductionmentioning

confidence: 99%

“…Moving from intersectional theory to practice will assist in the development of a diverse and productive STEMM workforce operating at its full human potential. Key to this was the foundation of transformative learning and the building of an evidence base of practice promoting an intersectional view of inclusion, using an education module as a teaching moment pedagogy that required participants' critical self-reflection and self-evaluation of behaviours beyond the nominal universal diversity of identities [29]. The consideration of the importance and role of leadership is paramount for an intersectional focus to deliver change, not only by individual behavioural modelling, but by understanding disadvantage, and to challenge thinking, behaviour, structures, policy, systems and power [20,30,34].…”

Section: Introductionmentioning

confidence: 99%

Seeing and Overcoming the Complexities of Intersectionality

et al. 2021

View full text Add to dashboard Cite

Background: Intersectionality contests that individuals have multiple characteristics in their identity that cannot be siloed or deemed exclusive to each other. Understanding and utilising an intersectional lens in organisations can increase inclusion of individuals and organisational performance. An educational package known as the Intersectionality Walk (IW) was developed by the authors, piloted, and evaluated in order to break down the commonly held descriptors of diversity silos that fragments inclusion, and to understand how various identity characteristics compound disadvantage. The paper outlines the need to transition from siloed views of diversity to a more intrinsic view of identity to achieve inclusivity. Methods: The IW was developed and trialled with a series of work-based scenarios and realistic multifaceted personas. Data collection occurred pre- and post-IW utilising a mixed methods approach. Responses to Likert scale surveys and open-ended questions were captured and analysed via inductive and grounded theory perspectives. Results: An improved awareness and understanding of individual knowledge, reflectivity and positionality relating to intersectionality and intersectional approaches was reported on completion of the IW. Furthermore, responses reported how and why organisations can approach and improve inclusivity via using intersectional approaches. Conclusions: The IW as an educational package has a positive impact and is a key linkage for all employers to build an inclusive culture and to harness the talent of all employees. Further research will occur to measure the implemented change in organisations following the IW.

show abstract

Cross-Cultural Social Work: A Critical Approach to Teaching and Learning to Work Effectively across Intersectional Identities

Cited by 26 publications

References 57 publications

Teaching entrepreneurship in China: culture matters

Teaching entrepreneurship in China: culture matters

Seeing and Overcoming the Complexities of Intersectionality

Seeing and Overcoming the Complexities of Intersectionality

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