Early childhood teachers' professional development in music : a cross-cultural study

This paper deals with professional teacher development. It specifically focuses on a research study of early childhood teachers' views and involvement in teaching music to young children. It presents findings from a comparative study of 38 teachers in three childcare centres in the Hong Kong Special Administrative Region and 24 teachers in four childcare centres in South Australia. Two research questions are discussed and answered: (1) What are early childhood teachers' levels of involvement in professional development in music? (2) Are there any significant relationships, that is differences and commonalities, in the findings between teachers' levels of involvement in these two cultural contexts? A unique research tool entitled Teachers' Music Development Scale was devised to collect data and measure teachers' involvement in music development. Specific findings and their implications are presented in the paper.

Developing a culturally-specific peace curriculum for Vietnamese primary schools : a case study of participatory action research in cross-cultural design

In 2003 the International Conflict Resolution Centre at the University of Melbourne, Australia, produced a primary school teaching manual for UNESCO Vietnam in consultation with ASP schoolteachers and principals. The finished manual included lessons plans and materials for a five year, 50 lesson peace education course. The Manual is one of the first examples of a systematic core national curriculum in peace education worldwide.

Development of the Teaching Manual posed a number of challenges including differences in language, culture, government and education system. To meet these challenges, a Participatory Action Research approach was central in the project’s development and curriculum design. This case study is offered as a model for effective cross-cultural curriculum development of peace education materials. In particular, the creation of a systematic core course in peace education and the use of UNESCO’s peace keys are outlined as innovative aspects of the project.

Developing a peace education curriculum for Vietnamese primary schools : a case study of participatory action research in cross-cultural design

In 2003, the International Conflict Resolution Centre at the University of Melbourne, Australia, produced a primary school teaching manual for UNESCO Vietnam. The finished manual included lesson plans and materials for a five year, 50 lesson peace education course. The manual is one of the first examples of a systematic core national curriculum in peace education worldwide. Development of the Teaching Manual posed a number of challenges including differences in language, culture, government and education system. To meet these challenges, a participatory action research approach was central in the project’s development and curriculum design. This case study is offered as a model for effective crosscultural curriculum development of peace education materials. In particular, the use of games and reflective materials and the use of UNESCO’s peace keys are outlined as innovative outcomes of the project.

Humanising contact zones : the stories and faces of cross-cultural dialogue

We live in a radically ‘cosmopolitanised’ world, facing a plethora of mostly unwanted or unforeseen cross-cultural encounters as side effects of global trade and global threats (Beck, 2006). The potentially positive role of both cultural tourism and museums in this context has been widely recognised and theorised. But what does cross-cultural dialogue mean for the person experiencing it, and how is it negotiated within time and space? Drawing on a long-term narrative study of global visitors to the Museum of New Zealand Te Papa Tongarewa (Te Papa), I explore cross-cultural meanings empirically through a hermeneutic interpretation embedded in Beck’s ‘cosmopolitan critical theory’. The evidence presented in this research suggests that the individual is the point of departure from which cross-cultural dialogue is humanised by giving it ‘faces’ and stories. I argue that the impact of any travel experience is best understood via the meanings tourists make and negotiate in the long-term.

The influence of cultural orientations on cross-cultural negotiation

This study analysed a series of negotiation simulations conducted between English-speaking background Australians and Arabic-speaking background Gulf Cooperation Council (G.C.C.) nationals. The processes and behaviours of participants within their own cultures and across the two cultures were mapped and explained using prevalent cross-cultural communication theories.

Museum development and cross-cultural learning in the Kelabit Highlands, Borneo

The article discusses an aspect of the first phase of the Kelabit Highlands Museum Development Project. Deakin University and the Rurum Kelabit Sarawak collaborated in a field school for post-graduate cultural heritage and museums studies students that was held in Bario in June 2012. The article provides details about the learning framework and research activities that were designed to facilitate exchange and cross-cultural learning between the students and local participants.