What is culture,Society, gender equalityTasneem Ahmad
What is culture?
What is society?
Difference between culture and society?
What is gender equality?
Impact of culture ON gender equality?
Impact of society ON gender equality?
Generations: A Perspective to Employee Engagementsbasu_71
Abstract:
Employee Engagement is the key to the talent management in Indian IT-BPO Industry. However the Challenge is to factor in the diversity in the work force to ensure success of the engagement model.
Generational theory or the concept of generations helps with one such lens which makes it possible to find cohort groups within the work force and brings in the flexibility of segmentation.
• Generation is defined as people born in a certain period of time in history, coming of age together as a group experiencing same historical events during their child hood and teen age, forming a cohort having same set of values & basis that world view
• Generations share an ‘age location’ in the history. They witness key historical events and social trends in the same phase of their life
• Members of a particular generation are shaped in a lasting ways by the eras they witness in childhood and as young adults and basis that they develop and share certain common beliefs and behaviours.
• As aware of the experience and traits they have in common with their peers, they develop a sense of common perceived membership in terms of generation.
• Though the concept of defining & identifying generations have its root in the West, applying the same definitions, 5 existing generations in India can be contextualized and defined as well.
Generational theory helps providing an effective lens for employee segmentation to design more effective employee engagement model. This also makes eminent the reality that there is diversity in our work force and we need to manage this diversity effectively.
In a composite culture like India, each generation cohort has its own separate but overlapping regional, religious & linguistic cultures which are respected by and interact with their shared culture. This also needs to be factored in while designing any employee engagement model.
What is culture,Society, gender equalityTasneem Ahmad
What is culture?
What is society?
Difference between culture and society?
What is gender equality?
Impact of culture ON gender equality?
Impact of society ON gender equality?
Generations: A Perspective to Employee Engagementsbasu_71
Abstract:
Employee Engagement is the key to the talent management in Indian IT-BPO Industry. However the Challenge is to factor in the diversity in the work force to ensure success of the engagement model.
Generational theory or the concept of generations helps with one such lens which makes it possible to find cohort groups within the work force and brings in the flexibility of segmentation.
• Generation is defined as people born in a certain period of time in history, coming of age together as a group experiencing same historical events during their child hood and teen age, forming a cohort having same set of values & basis that world view
• Generations share an ‘age location’ in the history. They witness key historical events and social trends in the same phase of their life
• Members of a particular generation are shaped in a lasting ways by the eras they witness in childhood and as young adults and basis that they develop and share certain common beliefs and behaviours.
• As aware of the experience and traits they have in common with their peers, they develop a sense of common perceived membership in terms of generation.
• Though the concept of defining & identifying generations have its root in the West, applying the same definitions, 5 existing generations in India can be contextualized and defined as well.
Generational theory helps providing an effective lens for employee segmentation to design more effective employee engagement model. This also makes eminent the reality that there is diversity in our work force and we need to manage this diversity effectively.
In a composite culture like India, each generation cohort has its own separate but overlapping regional, religious & linguistic cultures which are respected by and interact with their shared culture. This also needs to be factored in while designing any employee engagement model.
Abroad Programs: Utilizing Theory to Support and Affirm LGBTQ Student NarrativesCIEE
This session will discuss the significance of race and queer theories to assist LGBTQ students with their study abroad experiences. Trainings that use these theories inform program participants about how to combat marginalization. Educators have a responsibility to facilitate discussions that explore participants’ personal identities through self-examination and meaningful reflection around how their multiple identities play out within their own culture as well as unfamiliar cultural contexts. This session will highlight how to integrate dialogue about privilege, oppression, and multiple identities into predeparture and re-entry orientations.
New, improved, updated version just uploaded! This introductory 2.5-hour seminar is presented regularly to groups of instructors at the University of Toronto School of Continuing Studies on teaching to a multicultural audience. I use a cultural competence framework to approach the topic.
Cultural Appropriation vs. Appreciation_ A Breakdown.pdfHoomale
Cultural Appropriation vs. Appreciation: A Breakdown
Cultural exchange is awesome and inevitable. But, there is a fine line between appreciation and appropriation. We bring you Cultural appropriation vs. cultural appreciation.
In this blog post, we will navigate through the complexities of this topic.We will also discuss how to strike a balance between appreciation and appropriation.
Furthermore, look at some examples of cultural appropriation and appreciation, including marketing blunders from the past.
Let’s dive in!
Photo by Ashes Sitoula on Unsplash cultural appreciation vs. appropriation.
Photo by Ashes Sitoula on Unsplash
What is Cultural Appropriation?
Cultural appropriation is adopting elements of another culture without understanding their significance, often perpetuating harmful stereotypes. It differs from cultural appreciation, which involves respectful engagement and learning. Cultural appropriation is unpopular for its lack of understanding and the power dynamics involved.
What is Cultural Appreciation?
Cultural appreciation is recognizing and respecting cultural practices without exploiting or appropriating them. It’s about genuinely learning and engaging in meaningful exchanges to promote understanding and connection. Embrace the beauty and diversity of cultural traditions to foster inclusivity and unity.
Striking a Balance: How to Culturally Appreciate without Appropriating?
Appreciating other cultures without appropriation requires education, permission, and mindfulness.
Understand the historical significance, seek guidance from the community, avoid using elements for personal gain, and consider the impact on marginalized groups. One must foster genuine collaborations to bridge cultural gaps.
The below table will help you strike a balance and use the cultural elements properly.
Approach Appreciation Appropriation
Education and Awareness Educate yourself about the culture’s history and context. Superficial use without understanding the significance.
Respect for Traditions Respectfully incorporate elements with their original meaning. Misuse of sacred symbols or traditions for personal gain.
Collaboration and Inclusion Collaborate with members of the culture and give credit. Using cultural elements without involving the community.
Avoid Stereotyping Avoid generalizations; recognize diversity within the culture. Reinforcing stereotypes or caricatures.
Understanding Appropriation Understand the negative impact of appropriation. Ignoring the harm caused by taking from a culture.
Purpose of Borrowing Borrow with sincerity and the desire to learn. Borrowing for fashion or trendiness without comprehension.
Mindful Fashion Choices Appreciate clothing styles without reducing them to costumes. Wearing culturally significant attire as a trend.
Language and Speech Use language respectfully; learn correct pronunciation. Using language as a gimmick or for mockery.
Attribution Acknowledge the source of inspiration openly.
Challenging Eurocentrism: The Roles & Priorities of Multicultural Centers in ...Sophonie Bazile
A presentation on the roles and priorities of multicultural centers that I gave during a virtual campus visit as a candidate for the Assistant Director of the Multicultural Center at Ball State University.
Kiss your assets" :An ecological approach for establishing Restorative Zones Rick Kelly
This workshops presents the evolution of a Restorative orientation within a CYC College program. The 14 years of evolving practice empathizes various student led initiatives. The Jamaica experience was one of the many presented. Currently the efforts have culminated in creating a Restorative Hub within the newly developed Social Innovation Hub.
This module discusses basic information about diversity and inclusiveness necessary for preparing employees to work in multicultural workplace settings.
Standardized Cultural Competency In-Service Training ProceedNCTSTA
Train staff members with this interactive presentation that includes various teaching tools such as: videos, quizzes, diagrams, visuals, discussion segments and hands-on activities to aid the learning process and maintain participant engagement.
Similar to SociologyExchange.co.uk Shared Resource (20)
2. The “Memory Hooks” used in this presentation have
been built up over many years. They have been
developed by teachers and students at Balby Carr
CSSC, Doncaster and are used to help students to
remember important factual information.
The memory hooks are colour coded and organised
according to the various themes. Please see next slide.
Media hooks are in the process of development
If anyone has any useful memory hooks that are not
featured here, please let us know!
3. General Memory Hooks
FAMILY
Education
Social Inequality / Poverty
Beliefs in Society
Crime and Deviance
Theories and Methods
4. To remember reasons for
changes... use FLIRTS
•F Rise of Feminism
• L Law Changes
•I Rise of Individualism
• R Decline of Religion
• T Decline of Tradition
•S Social Changes
5. To remember the social factors that
influence people’s lives... use CARGO
• C Class
• A Age
• R Race
• G Gender
• O Other factors (religion, media etc)
•
6. To remember the different social systems use
SPLECT
•S Social
•P Political
•L Legal
•E Economic
•C Cultural
•T Technological
7. To remember the different types of family
diversity use CLOGS
•C Class, Cultural
•L Life Stage
•O Organisational
•G Generational
•S Structural, Sexual OR
8. OR...CLC ROCKS!
• C Class
• L Life Stage
• C Cultural
• R Regional
• O Organisational
• C Cohort / Generational
• K Kinship
• S Structural / sexual
9. To remember the functions/roles of
the family... use CREEEPS
•C Citizenship
•R Reproduction / Regulation of Sex
•E Economic support
•E Emotional support
•E Education
•P Primary Socialisation / political
•S Stabilisation of adult personalities
10. To remember the functions of education ...
use All the Ssssss!
• S Secondary Socialisation
• S Social Solidarity / Cohesion
• S Specialist Skills / Social Mobility
• S Social Control / Order
• S Sifting and Sorting
•
11. To remember the main aims of education since
1997 use VOICE
•V Vocational Education
•O Overcoming Obstacles
•I Improving attainment
•C Choice, Competition, diversity
•E Equal opportunities
12. To remember the key areas of agreement
between New Right and Functionalists regarding
Education, use... MTVS
•M Meritocracy
•T Talents
•V Vocational Education
•S Secondary Socialisation
13. To remember the key areas of DISagreement
between New Right and Functionalists regarding
Education, use... USA
• U Universalism
• S State interference
• A Accountability
14. To remember the key areas of cultural deprivation in
relation to ethnicity and educational performance:
Whizzing Asians Fight Class In A Class
• W White working class families
• A Asian Families
• F Family structure / parental attitudes
• C Compensatory Education
• I Intellectual and Linguistic development
• A Attitudes and Values
• C Criticisms of cultural deprivation
•
15. To remember the main social issues tackled by
the Welfare State... use SQWIDI
• Sq Squalor - poor housing
•W Want - lack of money
•I Idleness - lack of work
•D Disease - ill health
•I Ignorance - lack of education
16. To remember the definitions/types of
poverty... use ARSE!
•A Absolute poverty
• R Relative poverty
• S Subjective poverty
• E Environmental poverty
17. To remember the key terms/ideas associated
with secularisation use “Darling, Shortly I’m
Going To Purposely Shop Really Drunk!”
• D Disengagement
• S Structural Differentiation
• I Individuation
• G Generalisation
• T Transformation
• P Participation
• S Secularisation of Religious Institutions
• R Religious Pluralism
• D De-sacrilisation / Disenchantment
18. To remember the MYTHS associated with
secularisation use: “Don’t Risk Biased
Understanding of Secularisation”
Disengagement is seen by some to be a myth
Re-sacrilisation is seen by some to be a myth
Believing without Belonging is seen by some
to be a myth
Secularisation as a Universal process is
generally seen to be a myth
The rise of Spirituality / a religious revival is
seen by some to be a myth
19. To remember how to compare religious
organisations use MHWRAMCI
• M My Membership
• H House Hierarchy
• W Will Worship
• R Rot Ritual
• A And Attitude to wider society
• M Might Monopoly of the truth
• C Cave Commitment
• I In Ideology (right or left wing?)
20. To remember the main ways in which
crime/deviance is ‘relative’ use PPPTTC
•P Person - WHO commits the act
•P Place - WHERE it is committed
•P Power - WHO sees it committed
•T Time - WHEN it is committed
•T Tradition - How far away from tradition
•C Culture - In which culture the act occurs
21. To remember Hirschi’s factors that propel people
away from crime use CABI
• C ommitment
• A ttachment
• B eliefs
• I nvolvement
22. To remember Box’s factors that propel people
towards crime use the ‘S’ Factors
• S - Secrecy
• S - Supply
• S - Symbolic support
• S - Social support
• S - Skill
23. To remember the key features of New Right theory and
crime/deviance use SCRUBBAS
S - Situational Theory
C - Control Theory
R - Rational Choice Theory
U - Underclass Theory
B - Broken Windows Theory
B - Biological determinism
A - Anti communitarianism
S - Socialisation (differential)
24. To remember the important features of research
methods use PROVE
•P Practicality - Is it do-able?
•R Reliability - Is it repeatable?
•O Objectivity - Is it bias free?
•V Validity - Is it TRUE?
•E Ethical concerns - have the
rules of research been observed?
25. To remember the important features of research
methods use PERVERTO
• P Practicality - Is it do-able?
• E Evidence of Studies?
• R Reliability - Is it repeatable/replicable?
• V Validity - Is it TRUE?
• E Ethical concerns - have the rules of research
been observed?
• R Representativeness - does it reflect society?
• T Theoretical Stance - positivist or anti-positivist?
• O Objectivity - Is it bias free?
26. To remember the Functional pre-requisites of
society, use AGIL
• Adaptation
• Goal Attainment
• Integration
• Latency / pattern maintenance