Browsing by Subject "Education, Bilingual and Multicultural (0282)"
Now showing 1 - 2 of 2
Results Per Page
Sort Options
Item A Brave Space for Community: Bolstering K-12 Theatre Education for Diversity, Equity, and Inclusion(2019-05) Loest, Tylor; MA in Arts AdministrationChanges in and enhanced access to K-12 theatre education can create greater long-term diversity, equity, and inclusion in American theatre. Recent data on theatre participation demonstrates audience participants to be primarily white, older, and highly educated. This group of participants is aging and decreasing their attendance. This paper explores how twentieth-century suburban growth, racial discrimination, and widening income inequality led to a system of Opportunity Hoarding. This opportunity for early arts-access, created predominantly for white Americans, aided their lifelong participation. As America shifts to a majority-minority in 2045, classrooms will begin to become more racially and ethnically diverse beginning around 2020. The second part of this paper examines how practices of the twentieth century created a diversity gap in the classroom, failing to reflect today’s students and communities. This gap hinders students from fully embracing lifelong participation in theatre. The findings of this paper demonstrate how professional theatres and community arts and cultural organizations, through a social justice lens for community engagement, can aid schools in eliminating bias within K-12 theatre education to build future participants. To combat widening income inequality, these arts and cultural leaders can work with students and communities to meet their needs in gaining access to live theatre. Finally, with public schools focused on standardized tests and the charge to fill science, technology, engineering, and math (STEM) careers by 2020, access to K-12 theatre education must be redefined to restore its place among core areas of study. The creation of a brave space for community building in schools for K-12 theatre education can aid in increasing test scores, developing social-emotional skills, re-engage civil discourse, and move STEM to STEAM. These changes can result in enhanced access to K-12 theatre education. This early exposure to theatre will build a more diverse, equitable, and inclusive American theatre.Item Intercultural Training Models for U.S. Businesses in China(2008-02-12) Guo, Xiaonan; Larkey, Edward; Modern Languages, Linguistics & Intercultural Communication; Intercultural Communication LanguageThis study presents a descriptive analysis of the practices of intercultural training programs employed in U.S. multinational corporations for preparing their employees to go to China on overseas assignments. The study focuses on the training design and implementation by professional intercultural trainers or consultants who are hired by such companies. This qualitative study was conducted in two steps: the related literature was reviewed; and a semi-structured telephone interview was developed and administered to five experienced intercultural trainers. Based on the data generated through the interviews, the author examined the experiences of these trainers or consultants by analyzing the considerations that needed to be taken in the designing and conducting of their training programs, and their perspectives on the intercultural training field including the trainers' competencies. The current changes and trends in intercultural training for expatriates were also discussed. Recommendations for trainers to improve their training programs were made concerning both the design and implementation of more effective training programs. The study concluded with a summary of major contributions of this study to the field of intercultural training, and possible directions for future studies.