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What do we know about academic culture? A review of the concept in the field of higher education studies

Educação e Pesquisa

Academic culture has a long tradition in higher education studies; nevertheless, only a few studies on this concept are available. This article aims to review the use of the concept of academic culture in higher education literature based on a bibliographic review, supported by bibliometric techniques, of studies on this topic in the last twenty years, paying special attention to state of the art in the Latin American context. The results show a growing use of the concept, which has not been yet linked to a clear definition that could conduce to the consolidation of a field of study of the cultural dimension of the sector. Specifically, there are four lines of research on academic culture: the impact of changes in the political economy on the traditional values of higher education institutions, the challenges of international exchange of students and academics, the recognition of implicit biases in the dominant academic culture, and the relationship between tacit regulations and org...

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Albornoz, Orlando. IDEOLOGiA Y POLÍTICA EN LA UNIVERSIDAD LATINOAMERICANA. Caracas, Venezuela: Instituto Societas, 1972. Boeninger Kausel, Edgardo et al. DESARROLLO CIENTÍFICO -TECNOLOGICO Y UNIVERSIDAD. Santiago, Chile: Corporaci;n de Promoción Universitaria, 1973. Cunha, Luis Antonio. A UNIVERSIDADE TEMPORÃ. Rio de Janeiro, Brazil: Editora Civilização Brasileira S.A., 1980. Dooner, Patricia and Ivan Lavados [editoresJ LA UNIVERSIDAD LATINOAMERICANA: VISION DE UNA DECADA. Santiago, Chile: Corporacion de Promocion Universitaria, 1979. Levy, Daniel. UNIVERSITY AND GOVERNMENT IN MEXICO: AUTONOMY IN AN AUTHORITARIAN STATE. New York: Praeger Publishers, 1980. Scherz Garcia, Luis. LA UNIVERSIDAD LATINOAMERICANA EN LA DECADA DEL 80. PROYECCIONES DEL DESARROLLO EN AMERICA LATIINA Y SU INCIDENCIA EN LA EDUCACION SUPERIOR. Santiago, Chile: Corporacion de Promoción Universitaria,, 1975.

Elizabeth Balbachevsky

Journal of Higher Education and Science

Kamil Yıldırım

Academic Cultures: Psychology of Education Perspective

Arena of Schooling
Open access
Published: 07 July 2021
Volume 6 , pages 542–559, ( 2023 )

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This work contributes to a wider range of research, the main objective of which is to investigate models of thought and behaviour that result from belonging to a given academic culture. The academic culture that will be examined is that within the university system, and this research will look at how this culture can take different forms. According to (Bourdieu, 1984 ), university professors hold an institutionalised form of cultural capital that places them in a dominant position within a field of power. The university system is immersed in a specific culture, and it expresses a given culture and understanding this culture will allow one to understand the system itself (Anolli, 2014 ). Cultural models are the result of a process of signification , which is understood as the ability of a group or community to elaborate a shared symbolic dimension around an object or symbol at a given historical moment. The cultural models that underlie the professional context orient social and organizational behaviour, which contributes to the construction, on a symbolic level, of identity.

Culture in International and Comparative Education Research: Conceptual and Methodological Issues

Introduction: Researching Cultures of Learning

Introduction: Bringing Matter into Science Education

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Introduction

In this paper, we present and discuss the results of our study on the role of model cultures in a group of professors at the University of Salerno (Italy). The main objective of this research was to explore, from a socio-constructivist perspective (Vygotsky, 1978 ; Bruner, 1990 ; Cole, 1992 ; Vygotsky, 1978 ), thought patterns and behaviour resulting from belonging to a given university system with reference to the dimension of meaning. The explicit intent of this work was to identify the matrices of meaning (D’Andrade, 1995 ) and expressions of a given academic culture that guide the activities of university professors. In our discussion of matrices of meaning, we make explicit reference to those that promote defined cultural models, Footnote 1 shared representations of reality, and domain-specific knowledge devices (Cole, 1992 ) that motivate action in each situation and within specific contexts (Anolli, 2005 ; Gomes et al., 2018 ).

The disciplines of psychology, sociology, and anthropology have demonstrated the ways in which the thinking and social relationships that characterise professions are socially and culturally anchored. These have also been found to reflect certain aspects of social activities and the logic of the context in which these professions take place (Engeström, 1990 ; Jodelet et al., 1980 ; Kleinmann, 1975 ). Moreover, the role played by the sociocultural dimension in the construction of social identity has been widely documented by developmental psychologists (Gomes et al., 2018 ; Skinner et al., 2021 ; Valsiner, 1989 ; 1998 ; 2007 ). These studies have demonstrated how the sociocultural dimension contributes to the determination of work choices, the organisation of work, and, in a complementary way, to shaping the context in which professional activities take place (Gergen, 2001 ; Marsico, 2015 ).

Theoretical Framework

As a cultural organisation, the university system is simultaneously immersed in a culture and is an expression of a given culture (Savarese et al., 2013 ). Bourdieu ( 1984 ) stated that universities occupy a dominant role within a ‘field of power Footnote 2 ’. According to Bourdieu, it is possible to identify a dynamic of distribution of specific and symbolic cultural capital in the academic field. Footnote 3 He held that this dynamic entails a game of interests, which involves specific actors, for the control of borders and ‘newcomers’. In order to understand the mechanisms of domination and their reproduction (Bourdieu, 1984 ), it is necessary to adopt a sociocultural point of view that allows for the emergence and understanding of the symbolic tools of domination—such as knowledge, beliefs, motivations, and values—which underlie the procedures and practices adopted by university professors (Savarese et al., 2019 ).

The models that individuals build exist both inside and outside their own minds (Bateson, 1972 ; Shore, 1996 ); we cannot consider the elaboration of such models in terms that are exclusively internal or external to the individual. These models represent a socially distributed knowledge that exists between individuals and the context in which they operate, which is constructed based on the relationship the individual establishes between their own mind and their context; this relationship results from the use of artefacts in the individual’s surroundings that guide their activity (Gomes et al., 2018 ; Iannaccone et al., 2018 ; Marsico, 2015 , 2018 ; Savarese et al., 2013 ). This activity is not isolated; instead, it is intertwined with the activities of other individuals within institutions that regulate activities and relationships. Knowledge, therefore, is contextualised as the result of meanings produced by individuals and their ability to share these meanings, beliefs, values and activities (Gomes et al., 2018 ; Marsico et al., 2015 ).

Cultural models are the result of a process of signification , which is understood as the ability of a group or community to elaborate a shared symbolic dimension around an object or symbol at a given historical moment (Marsico, 2015 , 2018 ; Savarese et al., 2013 ). This does not mean, however, that individuals who carry out the same activity within the same context will share the same system of knowledge and beliefs—in fact, the variety that exists in the social context and among its members does not allow cultural models to be reduced to the mere sharing of meanings, since ‘each individual is representative of different subcultures’ (Anolli, 2005 , p. 148). Consequently, it seems right to refer to cultural models rather than reducing them down to one model, because individuals’ construction and interpretation of reality is linked to their adopting a particular point of view (Mellone et al., 2020 ). Therefore, on a theoretical level, the construction of the professional role must be significantly influenced by personal biography, professional experience, and the individual’s cultural context. The cultural models that underlie the professional context orient social and organisational behaviour, which contributes to the construction, on a symbolic level, of identity (Marsico, 2015 , 2018 ; Savarese et al., 2013 ). On the methodological level, then, it appears that an explicit reference to the narrative and culturalist dimensions is essential (Bruner, 1990 , 1992 , 1994 , 1996 ; Marsico, 2015 , 2018 ; Vygotsky, 1978 ; Wenger, 1998 ) if individuals are to organise, attribute meaning, and communicate or to divide their experience and interpretation of reality (Gomes et al., 2018 ; Savarese et al., 2019 ).

The purpose of the current research is to investigate the meanings, values, and practices inherent to academic culture and to analyse the thought and behaviour patterns of a group of university professors. In particular, we aim to highlight the collective framework of meaning and social representations that allow us to correctly understand the relationship that professors establish with the knowledge that underpins and guides their teaching and research activities, as well as to dismantle the theories of common sense that are often held with regard to the role of university professors. In this work, we conceptualise culture in psychosocial terms as a local and situated psychological construct—the result of shared representations of the university context (Gomes et al., 2018 ; Salvatore, 2005 ), which includes the concept of culture as a system of rules and local meanings. Our investigation of cultural models facilitates an explanation of the levels of conformity to the culture of belonging and the differences found within the same culture; it will also provide insight into how such models, once internalised, evolve over time to contribute to the construction of new cultural models (Gomes et al., 2018 ; Marsico, 2015 , 2018 ).

Purpose of this Research

This study’s overarching purpose was to investigate and understand the cultural models that underlie the profession of university teaching. In this research, we conceptualise culture in psychosocial terms, as a psychological construct with a local and situated character that is the result of shared emotional symbolisations Footnote 4 of the university context.

Our specific research objectives were to.

Verify the presence or absence of local cultural models

Analyse the main characteristics of such models

Explore the nature of the differences between models

In addition, we also explored how cultural models guide professors’ activity, the development, and definition of professional identity.

Participants

Twenty-one professors from the University of Salerno took part in the research: 10 from the humanities and 11 from scientific disciplines. The participants had lengths of service that ranged between 10 and 30 years. We used a random method to identify the study’s participants; we contacted professors via email through an invitation letter in which we explained the research and its purpose. The invitation was sent to 50 professors (25 science professors and 25 humanities professors); 21 of those contacted responded to the invitation.

Methodology

This research is inspired by the professional biography construct, which is part of the broadest tradition of narrative psychology (Bruner, 1990 , 2010 ). Data were collected using a semi-structured narrative interview (Bruner, 1992 , 1994 ), and we recorded and transcribed all of the interviews. The semi-structured interview was divided into two parts and consisted of a total of 11 questions. We used a qualitative approach to analyse the data, and the content analysis (CCA) (Berelson, 1954 ; Blanchet, 1985 ), we performed aimed to identify local cultural models in accordance with the conclusions of two independent judges.

Interview Structure

The first part of the interview (questions 1 through 7) contained open-ended questions that invited the faculty member to ‘tell’ their profession—i.e. narration of the professional story. The objective of this part was to bring out the participant’s vision of their role and the university context. This part of the interview was, in turn, divided into three dimensions:

Dimension I: Identify the main characteristics of the university context and the professor’s role (past and present), as well as the emotional significance that role, the context, and the students have for the professor.

Dimension II: Identify the participant’s moment of identification with their professional role (i.e. when they felt like a professor).

Dimension III: Identify the participant’s future representation of the university and their role.

The second part of the interview (questions 8 through 11) examined the participants’ degree of satisfaction (Salvatore, 2005 ), which we measured using a scale from 1 to 10. The scale investigated the professors’ professional lives (present, past, and future) within a temporal space of 5 years. We also investigated the degree of the professors’ emotional involvement with the profession, again using a scale of 1 to 10.

Data Analysis

The analysis was based on the interpretation of the professors’ responses. The interviews were transcribed and protocoled. Footnote 5 The content analysis (CA), in particular, allowed us to identify general categories in the interview protocols. We carried out the data analysis discussed below through a thematic categorisation of the transcribed texts, which required a CA (Berelson, 1954 ; Blanchet, 1985 ) in accordance with two independent judges. Footnote 6 In this phase, we were required to respect some rules of classification: (1) the uniqueness of the classification criterion, (2) the mutual exclusivity of the categories, and (3) the exhaustiveness of the set of categories. Two types of categories emerged from this initial exploratory analysis: thematic categories Footnote 7 and semantic categories. Footnote 8 This study’s particular focus was on the semantic categories that emerged. Further to this, we analysed the frequencies of the categories that emerged, and at a later stage, we performed a correspondence analysis. Footnote 9 Through the correspondence analysis, Footnote 10 we were able to identify the professors’ placements in relation to the variables identified by the CA. This analysis made it possible to define a map that grouped the professors in relation to the main active variables.

We divided the categories into main themes (MT) and secondary themes (ST). Some examples taken from the transcripts that refer to the MT and ST that emerged from the analysis are presented below.

In this section, we will describe the cultural models we identified through an interpretation of the autobiographical narratives operated by the judges. Defining cultural models has proven to be very complex due to the multiplicity of interpretative levels that emerged from reading the interview transcripts. For this reason, we carried out multiple analyses Footnote 11 on the corpus of data, which provided the judges with useful elements from which to reconstruct cultural models.

Four cultural models emerged from the transcript analysis (Bruner & Feldman, 1999 ). These models should not be considered to have rigid boundaries, however; in fact, similar and dissimilar aspects can be identified, including elements of sharing such as knowledge, practices, and beliefs that differ in their functioning in relation to the environment and social influence. Our analysis of the transcriptions revealed four main themes (MT1, MT2, MT3, and MT4), as well as a number of specific themes (ST).

The MT and ST were used to reconstruct four cultural models. These cultural models (CM) and some examples of the ST are presented below.

MT1 (Model 1): Shared Social Construction

Categories related to the professional role emerge from the analysis of autobiographical narratives: building a culture, sharing beliefs, and in creating projects with students and colleagues. Additional categories that emerge from the analysis of the professional role (present, past, future) are a sense of community (community composed of students and faculty) and the sharing of social and cultural meanings.

This research was aimed at understanding the patterns of thought and behaviour that guide activity. Therefore, it was necessary to identify, from the point of view of the participants, elements that were particularly significant for the data interpretation. Therefore, we focused our analysis on representations of the profession that involved the beginning of the participants’ professional history as well as their current situation. The initial part of the study identified the professors’ early impressions of the university and of their roles, and moreover, the presence of what the judges defined as ‘meeting’. This theme refers to the emergence, from the interview protocols, of the figure of a mentor or professor who directed the participant towards a university career by choosing them as a collaborator. We also identified the nature of the relationship (i.e. the main characteristics). Using the narratives to identify the presence—or the absence—of a mentor and of the type of professional relationship allowed us to hypothesise that, in some cases, the emergence of a local academic culture can be attributed to the cultural influence of mentors on students. During the second part of the study, we identified the current representation of the university and the role and actions carried out by the lecturers in professional practice. Furthermore, we compared the participants’ initial representations with their current ones, which made it possible for us to identify changes in academic culture where they were present.

Some Footnote 13 of the ST present in MT1 are presented below:

ST3: Meeting the mentor, as the foundation of cultural and scientific competence

ST5: The university as an ideological space through which teaching and research converge

ST6: The role of teaching as a cultural and educational model

ST7: Identification with one’s role with regard to one’s relationship with students

The first of the CM that emerged from the biographical reports places the university at the foundation of relational, social, and communicative practices: the university, for these professors, takes the form of a social construct. This model refers to representational aspects of the profession and the university; for example, a prominent role is played by the teaching of and relationship with students. The analysis of the autobiographical reports showed that the construction of this cultural model is linked to meeting the mentor. The nature of this meeting—particularly when it is described in terms of cultural fellowship—can affect, from the beginning of one’s university career, the concept of professional activity in terms of building knowledge as a collective process shared between the professor and the student.

Example 1: Associate Professor, Humanities, M

Interviewer: Was there a person who influenced your professional choice? Professor: Certainly yes certainly yes . . . in the sense that I want to say on the one hand how to say it is a cultural situation in the sense that I told you before that the university represented . . . had this halo of attraction . . . on the other hand I came across a person who has been a constant point of reference in my training as a psychologist [. . .] with whom we then built a partnership compared to many activities a . . . intellectual partnership strong enough . . . I mean very constructive experiences.

For professors who relate to this model, the idea of teaching as a shared construction of knowledge remains stable over the years. Footnote 14 Further to this, scientific research is an indispensable tool for improving the teaching, and therefore the training, of students. These professors began reconstructing their professional history by narrating their professional experiences at the beginning of their careers and their relationships with their mentor and their students, for example: ‘[…] the choice Footnote 15 depended, as it always happens, on the people you meet along… along your career, at the beginning as a student and then afterwards in the following developments and… in practice… the desire, the idea of dedicating yourself to the university activity is born a little bit because maybe you meet a person with whom you fall in love from the scientific point of view, maybe for the didactic abilities for a whole series… situations […]’. The discovery of one’s professional identity seems to occur in a completely random way, described by the professors as a slow process that leads to recognition of their role through their students and/or collaborators and/or colleagues, for example ‘[…] but… I think that this… that there is not a moment is a continuous phase Footnote 16 […]’. This recognition does not appear to be exclusively linked to their institutional role, as the participants who referred to this cultural model had a clear vision of the university and of the function of a professor. To them, the university is a place through which research and teaching converge.

Example 2: Full Professor, Humanities, M

Interviewer: What are the objectives of your profession today? Professor: My aim is to bring to teaching a part of the research without which it would not be possible . . . to teach with enthusiasm and then establish a good relationship with the students that communicates beyond the specific contents the various courses that one prepares curiosity, the surprise of understanding . . . these are lessons that go beyond the subject of the course.

Example 3: Associate Professor, Sciences, M

Interviewer: There was a moment in your profession when you identified yourself, a moment when you said I am a university professor, now I feel like a university professor? Professor: A particular moment no the competition no in fact a particular moment no there are several moments then the moment in which you feel university professor are the moments in which you feel the appreciation of the students after a lesson for example of the times you are particularly satisfied with the lesson and you feel alive the appreciation of the students there you feel university professor because you feel a point of reference for the students and another when one can feel like a university professor and . . . when one reaches a prestigious scientific result such as the publication of an article in an important journal or the presentation of a successful presentation in a conference of a certain importance . . . in short, these are the two typical situations in which one feels like a university professor and perhaps one feels like saying that the status of professor is linked more to the appreciation of the students.

It is clear from these excerpts that one of the main tasks of the university professor, in the context of this model, should be to combine teaching and research as a reference point of training and a model for students.

Example 4: Full Professor, Humanities, F

Interviewer: If you were to make predictions about what path you think you will take in your profession over the next five years? Professor: In the next five years . . . for three more years I will be engaged as dean of faculty, then I repeat afterwards . . . as I said before at the beginning I will return to the study, to research, to teaching and what we still have left in short.

The future goals for this participant translate into the hope of being able to dedicate themself again—towards the end of their career and after having fulfilled all their duties, including institutional positions—to teaching and research.

MT2 (Model 2): The Culture of Development

The term ‘developmental culture’ is deliberately inspired by—and given some common elements of—Bergquist’s ( 1992 ) third type of academic culture: ‘The Developmental Culture’. For further information, see Bergquist ( 1992 ). The Four Cultures of the Academy: Insights and Strategies for Improving Leadership in Collegiate Organizations . Jossey-Bass Publishers.

We characterised the second cultural model in terms of space for research and scientific production at the university in order to produce knowledge useful for research (as the first priority) and teaching. Research, and the scientific production that comes from it, can be seen as an engine of scientific and cultural development that represents the main function of the university, as well as the main activity of the university professor. This model is associated with those professors who, from the beginning of their professional careers, had a clear idea of the path they intended to follow. For these professors, the cultural model emerged before the beginning of their careers and consolidated once they met their mentors who—as with the professors who belonged to the previous model—represented a memory accompanied by a strong emotional charge . For these professors, the mentor represented a scientific model to imitate and pass on to new generations, as well being the one who consolidated a particular scientific and academic culture.

Example 5: Full Professor, Humanities, M

Interviewer: What are the objectives of your profession today? Professor: I believe that we teach how to become a professor by imitating the models that have been most profitable for us . . . in short . . . those we have trusted the most Ì the good professors at bottom.

Professors who relate to this cultural model regard professional status in terms of the external dimension Footnote 18 : recognition of the scientific and academic world.

Example 6: Full Professor, Sciences, M

Interviewer: There was a moment in your profession when you identified yourself, a moment when you said I am a university professor, now I feel like a university professor. Professor: Yes and . . . clearly it is a path that . . . is followed and then . . . you grow a little bit every day . . . but you realize that you are a university professor . . . when people expect you to be able to give answers on . . . certain issues and then evidently believe . . . that you are . . . able to give those answers . . . well certainly is very nice in short.

Example 7: Full Professor, Sciences, M

Interviewer: When you started this profession what were your goals? Professor: at the beginning it wasn’t very clear I think that basically when one starts as a boy the thing that one sees in the university is more directly the research activity, on the question of teaching and all the possible obligations of a university professor… the idea wasn’t very clear so basically… the beginning was the passion for research this was what guided me. Initially the goal was only how to say… I liked to study… I liked to do research… I liked to face this scientific discipline and eventually find the solutions, so the goal was well defined, then slowly, slowly, obviously… once one is inside the university system, one begins to understand that there are other issues and those, in fact, let’s say… how to say… we faced them as they came (…)

Professors who relate to this model are focused on themselves and their professional achievement at the beginning of their careers. In their narratives, these participants described themselves through the activities they had carried out and the awards they received; overall, they were oriented towards research and scientific production.

Example 8: Full Professor, Sciences, M

Interviewer: Have the objectives that led you to choose this job changed over the years, since the beginning? Professor: The objectives have actually changed a little bit in the sense that as long as you are young you think exclusively . . . at least in the scientific faculties . . . you think exclusively to devote yourself to research activities so initially the objectives are those of . . . let’s say to produce as much as possible from the scientific point of view publish in international journals accredited so you devote yourself almost exclusively to research activities with a few distractions of other . . . of other kind as . . . as you go on obviously changing the role also change the needs change.

For some of these professors, scientific production and research are considered a privileged means for the acquisition of respect and power within the academic world.

Example 9: Full Professor, Sciences, F

Interviewer: What are the aims and objectives of your profession today? Professor: Let’s say that the main objective is that of scientific production . . . the university is divided into two main areas: teaching and research . . . research allows you to obtain funding . . . also important . . . to make the university known . . . brings prestige.

Unlike the professors who relate to the previous cultural model, the professional role of those in this group is in transition. Their role has been transformed and decentralised and there has been an attention shift from the individual (‘me’) to the other (‘collaborators’). For these professors, the objective is to carry forward the interests of the group, even if this entails the burden of taking on institutional positions.

Example 10: Full Professor, Sciences, M

Interviewer: Have the objectives and aims that led you to choose this job changed over the years compared to the past? Professor: You go on … obviously changing the role also change the needs . . . because as we say you become bearers not only of strictly personal interests but more than anything else of the interests of a group . . . because you create a team and meanwhile you can do many things if you have valid collaborators . . . and obviously the more collaborators you have the more you can produce from the scientific point of view the type of activity changes because you no longer do so much research in first person but more than anything else you coordinate it . . . you give the addresses the suggestions but let’s say … you are no longer in a certain sense . . . a research operator so it is difficult to do computer processing or laboratory tests in the first person . . . you give only the indications on how to do it . . . on how to do things . . . the needs change because one creates a group . . . a team has to take charge of the future prospects of the people it is following.

Teaching provides a way to build qualified knowledge through the incorporation of research. For this reason, it is important that the group (i.e. the collaborators) represents the professor’s identity and offers the possibility of developing and handing down a form of scientific and cultural heritage (Bordieu, 1984 ). Professors who relate to this model are trained in research and remain linked to it throughout their professional careers; in this case, the soul of a researcher coexists with that of a professor. One thing that remains stable for those in this group is that even if they give a different outward appearance for the good of the group, they remain, at their cores, researchers.

MT3 (Model 3): Transmission of Cultural and Scientific Knowledge

The third cultural model takes the form of knowledge transmission. The function assigned to the university and to its professors is to transmit knowledge, practices, and scientific skills to students and collaborators. In this cultural model, traits from the first model (i.e. shared social construction) and the second model (i.e. the culture of development) converge. In the first model, the focus of the professors was on building knowledge and their relationships with students, while in the second model, research and the working group were the main focus. This model represents a mediation between research/group and didactics/students, with these elements merged to become a single element. While teaching and research are considered to be the central elements at the base of professorships and the university from the beginning of one’s career, this cultural model leads those who relate to it back to the nature of the scientific and cultural relationship.

Example 11: Full Professor, Humanities, M

Interviewer: Compared to when you started, when you started this profession, have your goals changed? Professor: No [. . .] I think that each one of us can give . . . at least that he is not a scientist much more dedicated to teaching than he can give only to research so . . . I think that the function of the university professor has been and is high education and research . . . not research and . . . in his spare time high education just to make it clear.

Example 12: Associate Professor, Sciences, M

Interviewer: What are the aims and objectives of your profession today? Professor: Then I am uncertain . . . there are two objectives that go hand in hand and are one in the field of research and one in the field of didactics . . . I have to say with a lot . . . with . . . a lot . . . how to say . . . passion to try to place the research that we do within a European and international context [. . .] this essentially means making contacts and collaborations with groups . . . with groups of considerable capacity that are in Italy in Europe abroad and this is definitely one of the objectives . . . from the didactics point of view . . . I think I put a lot of effort in my didactics [. . .] it’s a relationship that I like very much . . . that is to say I have fun doing lessons and I enjoy that students learn in a funny way . . . I am considered one of the toughest professors I take very difficult exams I am very demanding of people but in general . . . I have a very good relationship with people I mean with the students . . . and I like this very much . . . I would like the structure that welcomes me . . . I mean . . . to have the same goals that I have . . . in general didactics is not always at the first place within the Italian university and we are no exception.

These reports demonstrate that professors who relate to this model tend to oscillate—both in their current professional phase and in their perspectives on the future—between the individual and the collective dimensions of the profession. The individual dimension in particular seems to be linked to the importance that professors attribute to research and scientific production . For some of these professors, their identification with their role involves recognising their skills as individuals, while on the other hand, the collective dimension is linked to the sphere of their relationships with students and collaborators. In fact, for professors in this group, recognition of their role is not internal; it comes, instead, from their relationships with their students and the actions they take with regard to them. In many cases, those in this group will take on the interests of their collaborators by trying to adapt to the situations that the university offers, even if this involves taking on institutional positions.

Example 13: Full Professor, Sciences, M

Interviewer: If you were to make predictions, what path do you think the profession will take in the next 5 years? Professor: But if it were exclusively up to me . . . I would continue to do exclusively research activities . . . let’s say, however, why that research activity and to do it well in order to increase the sectors of interest . . . not only to deal with certain themes, therefore to expand research activities from . . . from the point of view of . . . of the topics dealt with obviously there is the need I was saying before to carry on a team then let’s say . . . to carry on a team it could be positive also to occupy an institutional role even if unfortunately I don’t have the character and maybe also the aptitudes for this career that I would define more of university politics than of . . . that is not research, let’s say but if necessary I am suitable to do a little bit of everything in life you learn to do a lot of things.

Example 14: Associate Professor, Humanities, M

Interviewer: What are the objectives of her profession? Professor: To grow and improve more and more this surely and above all to make grow the people who work with me.

As professors, these participants assume the responsibility of being a pivot in the formation of their collaborators and students. They view research as a useful tool for the improvement of their teaching, and they hope to have the opportunity in the future to return to their origins as researchers. Therefore, this cultural model is characterised by the convergence of teaching and research and one’s relationship with students and collaborators. For those in this group, the transmission of knowledge has two main meanings: the first consists of the transmission of dynamic knowledge, which has been enriched and kept updated through research, to one’s students; the second is group-oriented and involves the transmission of scientific and cultural skills.

MT4 (Model 4): Training and Research System

This cultural model symbolises the university in terms of an education and research system. While the professors who related to this model maintained their recognition of the importance of research, their focus was on the pleasure of teaching and training students. In fact, the professors who related to this model were divided between those who identified themselves through their professional role—especially when their work was recognised by the academic world—and those who perceived themselves as professors through their relationships with students. What emerged in the reports is that this identification sometimes takes place when a professor perceives that their actions towards their students have had an effect and that they have contributed to the quality of their student’s training.

Example 15: Associate Professor, Humanities, M

Interviewer: Was there a moment when you identified with your profession? Professor: When you have a long time in this job . . . well there are moments when you feel you have done a good job more than other moments . . . it’s when after a long time you find someone . . . a student . . . you meet someone who tells you . . . ah how much I needed those things and those experiences I had with her . . . this is one of the moments when you touch with concreteness that maybe you have reached that combination of teaching and research . . . presence and witness of you in a place . . . which is our work.

Example 16: Associate Professor, Sciences, M

Professor: A change maybe happened when . . . the close interaction with students began [. . .] when I started to follow students with thesis in which there is a much more direct relationship . . . then it is to see in some respects the replica of what happened to me when I was a student [. . .] it is extremely gratifying [. . .] it was just a point of . . . in short . . . how to say . . . to see the enthusiasm that I had felt [. . .] replicated in the others that was very nice . . . that was a very pleasant thing . . . actually there was the passage from researcher to professor . . . and let’s say that . . . that’s a very nice thing.

Example 17: Full Professor, Sciences, F

Professor: On March 1st of this year I took up service as an ordinary . . . this could be an answer but . . . instead no . . . let’s say maybe the best moments are those in which you feel affirmed with what you do . . . so I don’t know when maybe when you have contacts with foreign professors who recognize your work . . . things of this kind . . . that however are the most stimulating because you are confronted with different realities.

These professors seem to remain immersed in a transitional phase, to be in the midst of moving from an initial role that focused on research and personal affirmation (i.e. the individual dimension) to a new role that is centred on teaching (i.e. an element, linked to research, that was present at the beginning of their career in a minimal way) and on the training of students (i.e. the collective dimension). For those in this group, research continues to carry weight in their professional lives, as does scientific collaboration with other colleagues, but neither of these is regarded as scientific power or cultural heritage.

The goal of this research was to demonstrate the existence of local CM that are inherited, built up, defined, and developed over the years and to show that these models not only orient the activities of professors, but they also represent the ways in which professors interpret and give meaning to their surroundings. As mentioned above, CM are shared representations that are linked to the subjects’ lived experiences; these experiences, however similar they may be, can never be exactly the same. For this reason, it is possible to detect differences within the models. Furthermore, several different models may coexist in one individual’s experience. Two dimensions emerged from our analysis of the autobiographical reports—an individual dimension and a collective dimension—within which the previously discussed CM are defined and organised. In accordance with Bruner ( 2010 ), these two dimensions rest at the heart of professors’ professional activities and the way they live the university context; in fact, the author goes so far as to state that ‘our way of understanding the world and responding to it in an appropriate way constitutes, at the same time, the expression of our individuality and our participation in the wider context in which we live’ (p. 9).

The individual dimension refers to the salient components of professional activity: research and scientific production. These components, on closer inspection, represent the expression of individuality that is linked to the role of researcher. However, depending on the cultural model in which they are used, research and scientific production take on different roles and meaning; they can be considered in terms of political power, prestige (Bourdieu, 1984 ) or as essential elements of teaching and innovation. Nevertheless, regardless of their use, these elements represent the most intimate (understanding in emotional terms) and stable (elements always mentioned in the narrative). Research assumes a relevant role; from the professors’ narratives, two parallel developments concerning the role emerge: personal and institutional. The professors, in their future perspective, include changes in the role (understood in terms of organizational and institutional changes), but they declare their intention of maintaining a personal professional trajectory by orienting their activity toward research (a return to the origins). The research represents the strategy for managing the (feared but inevitable) institutional changes in the role. Safeguarding this individual dimension represented by research would seem to be the modality adopted by professors to cope with the sense of uncertainty about the future. The professors anchor themselves to this element (constant presence from the beginning to the end of the narrative) continuing in this way (beyond the changes) to maintain a stable and unchanging part of their activity, for example: ‘In the next 5 years for three more years I will be busy as dean of faculty then after I repeat as I said before at the beginning, I will return to study… to research’.

The collective dimension is articulated within the sphere of relationships, which is, in turn, composed of certain essential elements, including the individual’s relationship with their professor, relationship with collaborators, and relationship with their students. The data gathered through this research also highlighted the fact that within each relationship, there is a field of action within which these relationships are realised and acquire meaning. Further to this, the definition of this field of action is linked to the cultural model to which the professors relate. While the collective dimension represents the dynamic and fluid aspect of the role and the CM, relationships represent the core of a professor’s identity scheme.

Unlike research, relationships represent a stable element (albeit with different implications) of professional activity. Relationships change from the beginning to the end of a career, and as their relationships change, professors’ activities also change. The first important element that emerged from the narrative was the participants’ encounters with a mentor whose guidance formed the foundation for the construction of a particular cultural model. In some cases, this mentor also represented the motivation behind the professors’ choices with regard to which cultural model to imitate. The CM mentioned above reveal how the mentors’ own initial training contributes to the construction of their own cultural model by directing them towards particular professional paths. For example, professors who experienced this relationship in terms of an intellectual fellowship were also those who remained with their mentor and continued, albeit with some modifications, the cultural model they learned. On the other hand, however, professors whose relationship with their mentor took the form of an apprenticeship tended to modify the cultural model, primarily by enriching it with other elements that became important to them through their professional activities. The second aspect of the collective dimension relates to the professors’ relationships with employees, particularly in terms of training. For some professors, this relationship plays a fundamental role within the university context, and the meaning given to this relationship depends on the cultural model to which the professor relates. For the group that considered the training of students to be a valid endeavour and for whom teaching represented a way to hand down their scientific and cultural heritage, the professors had the opportunity to keep their cultural model alive (a role that some of them would have filled for their own professors) despite the difficulties and changes that can affect the academic world, it is inherited system (and to be handed down to new generations) of mechanisms of domination and control of the university context (Bourdieu, 1984 ). This legacy presents a kind of moral testament left by professors to future generations of researchers; this allows them, once their teaching career is over, to return to the individual dimension of researcher. They have the opportunity to do this because the professor role will have been assumed by another who will not only carry the legacy forward but will develop and improve it in their own ways.

Finally, didactics and research were found to be among the most important elements of university professors’ activities. Didactics refers to the method through which professors bring together the individual and collective aspects of different CM They represent the key elements necessary for a quality professional action. In this case, the aim of this action is to improve the training of students, and it is thanks to the students that professors can achieve this union of the individual and the collective, for example: ‘goals and objectives… then… the purposes of the university are of a twofold nature, there are purposes related to the teaching activity, other purposes related to the scientific activity… as far as the scientific activity is concerned… there is a hedonistic aspect as far as the teaching is concerned… the purpose perhaps… the greatest satisfaction of a professor is to enthuse the students to feel that the students are passionate about the discipline’. In each of the different models, a focus on the students is always present; for some professors, they represent the future, while for others, the students are the ones who may one day take on the role of university professors themselves. This observation emerged from the interviews, where it became obvious that the individuals who the professors saw as collaborators were former students that were distinguished for their skills. Therefore, it is important that professors are provided with quality training in a cultural, scientific, and educational model that they can follow.

Moreover, according to the professors who participated in this research, this can only happen through the convergence of teaching and research . It can be deduced, then, that professors elaborate and build CM through both personal (i.e. motivation to choose) and professional biographical elements (i.e. experiences related to research, presentations and publications) and the relationships they weave in the context of their profession.

In summary, the two dimensions that make up these CM characterise professors’ roles and professional activities of professors through the individual dimension, which represents stable and unchangeable aspects such as research and scientific production, and through the collective dimension, which represents the dynamic and fluid aspects of the work and finds its raison d’être in the significant others (i.e. mentors, collaborators and students) and the different modes of relationships (i.e. training, education and didactics) that professors adopt.

A cultural model corresponds to schemes or maps of representations of reality (D’Andrade, 1995 ; Anolli, 2005 ).

According to Bourdieu ( 1984 ), the structure of the university field reproduces the same structure as the power field by acting in terms of selection and inculcation.

Bourdieu’s ( 1984 ) concept of capital indicates that these resources (economic, social, symbolic, and cultural) are acquired in different ways, the value of which changes according to the situation; relationships and spaces are built around capital.

Categories are understood as intersubjective processes of affective rather than operational categorizations of reality (Salvatore, 2005 ).

The data in their entirety are available to researchers who may be interested. The interview protocols are in Italian.

Two researchers independently conducted the analysis of the text by segmenting it into main and specific themes. They then compared the results; in the case of discrepancies, they compared the analyses and, if necessary, redefined the themes until they reached a satisfactory degree of agreement.

Classified as units of analysis that relate to the same theme or topic.

Classified as units of analysis that assume, in the context unit, the same or similar meanings.

The variables we considered included discipline (scientific and humanities), role (associate and full professor), and categories that emerged from the content analysis. We used T-LAB software to perform the correspondence analysis.

Not all of the categories that emerged from the content analysis are present in the correspondence analysis, because it was based on particular statistical and mathematical principles. The values that have a ‘weight’ within the analysis are shown (Lancia, 2004 ). Given the small number of participants (21), some of the categories that emerged were so infrequent as to not be significant. Given the qualitative nature and purpose of the research, the correspondences analysis was performed only to clarify the professors’ placements with respect to the categories in order to define the cultural models.

Content analysis; frequency analysis; correspondence analysis; lexical analysis (emotional connotation, narrative linearity and autobiographical position). Given the objectives of this paper lexical analysis, frequency analysis, and correspondence analysis will not be presented.

Twenty-nine specific themes were identified, but for space reasons, we will only present a few examples.

Such elements are always present in narratives. The questions aimed to investigate the representation of the past profession (example: what were your goals when you started? Tell me your story from the beginning…), present (example: Today, what are the goals and objectives of your profession? Have the goals and objectives of your profession changed since the past?) and in the future perspective (what do you think the profession will be like in the next 5 years? will your role change? will your goals change? If you were to make predictions, what path do you think this profession will take in the next five years?).

This answer was given when the interviewer asked him: “First of all I would like you to tell me about your profession from the beginning (this is the first question).

Sample answer to the question: Was there a time when you identified with your profession? Where did you feel like a college professor?

One of the last aspects concerning this moment in the profession relates to the dimension of attribution, which emerged from question ‘Was there a time when you identified with your profession? Where did you feel like a college professor? Professors were asked to identify, if possible, the moment when they perceived themselves as university professors’. Two dimensions were identified by the analysis: internal and external. The internal dimension refers to those professors who, in the interviews, declared that they felt they were professors because of their qualities or because of their vocation for this work; on the other hand, the external dimension is typical of those professors who declared that they felt they were professors because of the recognition they received from students or from the academic world.

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Mollo, M. Academic Cultures: Psychology of Education Perspective. Hu Arenas 6 , 542–559 (2023). https://doi.org/10.1007/s42087-021-00238-7

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As we can notice traditional classroom cannot longer satisfy the needs of education in the 21st- century. So we have to make radical changes in order to create the classroom that will motivate students to learn. Teachers today teach using different pedagogical approaches and various instructional methods. According to fact that our educational system is changed with the help of technology the 21st -century classroom should be a productive environment where students can develop the skills they will need in workplace. The modern 21st-century classrooms should encourage students to develop their high order thinking skills.

More about Essay On Academic Culture

What Is An Academic Culture?

Table of Contents

Academic culture means the specialized norms of college life : for example, developing the particular study habits, knowledge of essay citation formats, or stylized speech appropriate for a college-level demographic.

What are the cultures of an academic institution?

Academic culture of universities mainly consists of academic outlooks, academic spirits, academic ethics and academic environments . Campus culture in a university is characterized by individuality, academic feature, opening, leading, variety and creativity.

What is academic culture in the UK?

The UK academic culture is based on active and independent learning, and uses lectures, tutorials, and group working .

What is popular culture in academic study?

Popular culture studies is the study of popular culture from a critical theory perspective combining communication studies and cultural studies . The first institution to offer bachelor’s and master’s degrees in Popular Culture is the Bowling Green State University Department of Popular Culture founded by Ray B. Browne.

What is a school based example of culture?

Some schools have a generally “positive” culture that is focused on student achievement and success but too weak to motivate students and teachers. For example, school leaders might talk about values and beliefs, but no follow-up actions, traditions, ceremonies, or rituals reinforce those messages .

What is school culture and how does it impact on learning?

A school’s culture is always at work, either helping or hindering learning . It influences every decision and action in a school, from the leadership style of the principal to the way teachers choose curriculum materials and interact with students.

What do you think makes a good school culture?

A school’s culture is made up of the traditions, routines, expectations and interactions that take place . Attending to these factors in a way that reflects the mission and values of the community, in and outside of the classroom, are key to a healthy culture.

What are the five types of popular culture?

The common pop-culture categories are: entertainment (such as film, music, television and video games), sports, news (as in people/places in the news), politics, fashion, technology, and slang.

What are the 3 main themes of popular culture?

The study of popular culture is useful in many ways. To be more specific, this course has reached its three intended main ideas: what it means to be American, how to be more consumption-conscious, and how to apply these studies in our own lives .

What are some examples of popular culture?

Popular culture in the 20th and early-21st centuries

popular music.
television.
video games.
book publishing.

What are the types of culture in education?

Generally speaking, school cultures can be divided into two basic forms: positive cultures and negative cultures .

Why is school culture is important in education?

With the development of a good school culture can foster a spirit that will be able to improve teacher performance in running its duty, so that it can improve quality the school . School culture is a factor that affects the improvement of school quality can even give influence on improving the schools’ level.

Why culture is important in education?

Culture influences how we see the world, how we see the community that we live in, and how we communicate with each other. Being a part of a culture influences our learning, remembering, talking and behaving . Therefore culture determines to a great extent the learning and teaching styles also.

What are the three levels of school culture?

According to Schein, culture includes three levels: ob servable behaviors, shared values, and organizational as sumptions about reality .

How do you build a positive school culture explain fully?

11 Proven ways to build a positive school culture

Create meaningful parent involvement.
Celebrate personal achievement and good behavior.
Establish school norms that build values.
Set consistent discipline.
Model the behaviors you want to see in your school.
Engage students in ways that benefit them.

Is TikTok popular culture?

Indeed, TikTok became a creator of trends, celebrities, and more . This is what we will discuss in this article: the influence of TikTok on popular culture. Since 2020, the App has been downloaded more than 987 million times. Since then, it has shown us the power it could have over the music industry.

What is today’s popular culture?

In the modern West, pop culture refers to cultural products such as music, art, literature, fashion, dance, film, cyberculture, television, and radio that are consumed by the majority of a society’s population. Popular culture is those types of media that have mass accessibility and appeal.

What is the difference between culture and popular culture?

High culture can be defined as a subculture that is shared by the upper class of the society. On the other hand, popular culture can be defined as a subculture that is shared by everyone or the mass of the society.

What are the four 4 significant factors in the formation of popular culture?

So urbanization, industrialization, the mass media and the continuous growth in technology since the late 1700s, have all been significant factors in the formation of popular culture. These continue to be factors shaping pop culture today.

What is popular culture in your own words?

Popular culture is the set of practices, beliefs, and objects that embody the most broadly shared meanings of a social system . It includes media objects, entertainment and leisure, fashion and trends, and linguistic conventions, among other things.

What are the two 2 most widely consumed examples of popular culture which have great staying power?

Sports and television Sports and television are arguably two of the most widely consumed examples of popular culture, and they also represent two examples of popular culture with great staying power.

By Edmund Duncan

Edmund Duncan is an education expert and thought leader in the field of learning. He has dedicated his life to helping students achieve their full potential in the classroom and beyond.

Edmund's work as a teacher, administrator, and researcher has given him a unique perspective on how students learn and what educators can do to foster a love of learning in their students. He is passionate about sharing this knowledge with others, and he frequently speaks at education conferences around the world.

When Edmund isn't working or speaking, he enjoys spending time with his family and friends. He loves traveling and exploring new places, and he is an avid reader who loves learning about new cultures and customs.

You might also like:

Is washington a party school, why is seattle homeless, is seattle a good place to raise a family.

English for Uni

Essays in Different Academic Cultures

Notes for japanese-speaking learners of english.

In English, it is important to write an essay logically and clearly. To do so, you must remember to:

State clearly your argument (主張をはっきり書く)
Support your argument by clearly stating your reasons ‘why’ (主張の根拠を述べる)
Avoid vague expressions (あいまいな表現を避ける)

For example, in Japanese essay writing, even when expressing your argument, you might end your sentences with ～ではないだろうか/～でよいのだろうか which are similar to saying I wonder/I guess in English. If you do this, you are asking your readers to judge for themselves whether your argument holds true or not. Similarly, if you use ～ではないかと思う/～と思われる which is similar to saying I think that～/It is thought that～ , in your English essay, even if you are confident in your argument, your argument cannot be seen as an argument, but just a thought. So, you should avoid these vague expressions when putting forward your argument.

Essay writing in French

There are several key differences between writing an essay in English and writing an essay in French. Often, lower marks are given to French students if they express their opinion in the Introduction of their essay, because the French convention is to leave opinions for the concluding sentence(s) of the whole essay. So, in many ways, the structure and organisation rather than the content and style are the most important aspects of a French essay. In universities across France, students are often evaluated on their ability to write 1500-word dissertations, or what in English we might call the ‘argument driven essay’. These dissertations can be thematic (in which a given subject is analysed, such as “The Films of Audrey Tautou”); interrogative (in which a question is posed, and an argument developed, such as “What is Audrey Tautou’s best performance?”); or implicit (in which the student links two or more themes to each another, such as “Love and Sadness in the Films of Audrey Tautou”). Having received the subject of the essay – in the above case, Audrey Tautou, her films, and the themes in those films – the student then needs to do something quite different to what we do in English essays. To start the essay in French, students are told to find the ‘problem’, or what the French call the problématique . This is a bit like the research question, the thesis statement, or the research topic, and will often involve a series of complicated, interlinked questions. Indeed, French students are often reminded of the great French ethnologist and anthropologist Claude Lévi-Strauss, who stated that “ Le savant n’est pas celui qui donne les bonnes réponses mais celui qui pose les bonnes questions ” (“the scholar is not he who gives the right answers, but he who asks the right questions”). In other words French essays do not ask you to argue for one point of view over another; instead, the essay should elucidate and provide concrete examples of the various aspects of the problématique. This is not easy, and takes a lot of practice, but it is something all French students are expected to do, and to do well – argumentation, rhetoric, dialectical logic. Once the problématique has been identified, the rest of the essay will flow logically from this. Jacob W. Getzels and Mihaly Csikszentmilhalyi, in The Creative Vision , define this approach: “the critical ability which distinguished successful artists was not technical skill, but what the authors called problem-finding — the ability to envision, pose, formulate, or create a new problematic situation.” On finding the problématique , the argument and the structure then develop. Usually, the dissertation will have three distinct parts, each consisting of one paragraph only , so that the final essay will contain five paragraphs (if we also add the introduction and conclusion). Each paragraph is then subdivided, often into three parts, so as to introduce one major argument plus shorter examples. In this way, the three main paragraphs will present an argument (“Audrey Tautou’s films are some of the best in French cinema”), a counter-argument (“Audrey Tautou’s films are some of the worst examples of French cinema”), and a synthesis (“Audrey Tautou’s films – whether good or bad – reveal a great deal about contemporary French cinema”). Each paragraph will be of equal length (students are often penalised if there are word-count imbalances in their overall structure) and will contain a series of mots charnières (linking words) to help the writer sum up the last paragraph and introduce the following one, and provide an easy, comprehensible road-map to the reader so that they know which part of the problématique is now being discussed. For example, in French, common words and phrases that introduce an opposite or opposing idea include mais (but), cependant (nevertheless), toutefois (however), pourtant (yet), and au contraire (on the contrary). Once the three main paragraphs have been completed, students will then go back to retrofit the Introduction and the Conclusion. As we have seen, the introduction will outline the problématique but must not contain opinions which are personal to the reader. An overview of the structure of the essay will also happen here, such as “In our opening part of this essay, we will look closely at…” and so on. It is only in the conclusion that students may finally offer up their opinion, by relating that opinion to the series of arguments put forward in the preceding four main paragraphs. So, to sum up, French essays:

pose the problem ( la problématique ) in the introduction so that it is immediately clear, to someone who has not seen the question, what the topic for discussion actually is.
do not answer the question or give opinions in the introduction—that is left for the conclusion!
do not , under any circumstances, introduce extraneous information: students may assume that the reader knows who the author/director is, when he/she lived, when the book was written/the film made, who the characters are and what the story is, etc.

References Jacob W. Getzels and Mihaly Csikszentmilhalyi, The Creative Vision: A Longitudinal Study of Problem Finding in Art (New York: John Wiley and Sons, 1976)

http://writing-poetry.knoji.com/how-to-write-a-french-dissertation-type… (accessed 15 August 2014)

612 Culture Essay Topic Ideas & Examples

If you are writing a culture essay, topics are easy to find. However, their abundance can quickly become overwhelming – so we prepared this handy list of culture title ideas, along with writing tips and examples.

🤫 Culture Essays: Topics and Writing Tips

🏆 best culture topic ideas & essay examples, 👍 good essay topics about culture, 🎓 simple & easy culture title ideas, 📌 cultural topics and writing prompts, 🥇 most interesting culture topics to write about, ❓ research questions about culture.

Describing culture is a challenging task. You have probably stumbled across the concept if you study sociology, media, or a variety of other subjects. There are many cultural differences across the Earth. Each nation, community, and subgroup of people have its own values, vocabulary, and customs. In the 21st century, we can document and share them thanks to cross-cultural communication.

Since there is an almost infinite number of things to consider about this broad topic, our team has collected 582 topics about culture. Check them out on this page!

Culture essays present excellent opportunities for conducting extensive research. They allow students to analyze acute global problems and investigate the topic of diversity, customs, and traditions, as well as the significance of individuals’ cultural backgrounds. You can choose one of the many topics for your culture essay. You can find culture essay ideas online or ask your professor.

We suggest the following culture essay topics and titles:

The significance of cultural identity in an individual
Culture as a political instrument in the modern world
The differences between the Eastern and the Western culture
The role of culture in people from mixed origins
The impact of religious views on culture
Cultural diversity in the workplace
Are there similarities among different cultures?
The link between culture and gender roles

After selecting culture essay questions for discussion, you can start working on your paper. Here are some secrets of the powerful paper on the topic:

Conduct preliminary research on the selected issue. Remember that you should find as much relevant information as possible while presenting a multifaceted perspective on the issue. Ask your professor about the sources you can use and stick to the instructions. Avoid using personal blogs or Wikipedia as the primary sources of information. Do not make a statement if you cannot support it with evidence.
If you are writing a paper about a particular culture, think about whether you can talk to someone coming from this background. Such an approach can help you to include all the relevant information in your paper and avoid possible crucial mistakes.
Remember that a well-organized culture essay outline is key for your paper. Think of the main points you want to discuss and decide how you structure your paper. Remember that each topic or subtopic should be stated in a separate paragraph, if possible.
If it is necessary, check out essay examples online to see how you can organize the information. In addition, this step can help you to evaluate the relevance of the issue you want to discuss. Remember to include an introductory and concluding paragraph in which you will state the main points and findings of your paper.
Avoid discriminating against some cultures in your essay. Remember that even if you do not understand the causes of some behaviors or norms, you should not criticize them in your paper. Instead, help the reader to understand them better and provide insight into important differences between cultures.
Be accepting and try to be as accurate as possible. Support your claims with evidence from your preliminary research.
If relevant, include graphs and charts to represent significant information. For example, you can visualize the presence of diversity in the workplace in different countries.
Remember that the reader should understand the goal and idea of your paper clearly. Define all terms and avoid using overly complex sentences. Be concise but provide enough relevant information on the topic.
Make sure that you use correct grammar and sentence structures in your essay. Even an excellent essay can look bad with grammatical mistakes. Grammar-free papers allow the reader to see that your opinion is credible. Check the essay several times before sending it to your instructor.

Do not forget to find a free sample in our collection that will help you get the best ideas for your writing!

How Does Media Influence Culture and Society? The media has been instrumental in trying to explain to the people the meaning of culture and in the end enabling them to have a cultural identity.
How Do Celebrities Influence Society? Celebrity Culture Positive Effects Introduction Negative Effects Positive Effects Conclusion Student Name Professor Name Course Date
There Is No Place for Traditional Values in Modern Society Essay The value of culture in society is rapidly fading away as people continue to adjust to the patterns of modernisation. Modernisation, on the other hand, is the process of adopting new trends of life in […]
6 Barriers of Intercultural Communication Essay Cross cultural or intercultural communication is a part of the interaction of different people from different backgrounds and heritages. In this way, prejudice is inevitable blockage of cross-cultural communication as it is a source to […]
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Cancel Culture: The Adverse Impacts Only recently, Gen Z created the term cancel culture to refer to the modern form of public shaming. Topic Sentence: The increased awareness of cancel culture has promoted sudden judgments and simplified complex problems.
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Relationship Between Language and Culture Essay The purpose of the essay is to clearly highlight the issue of intercultural communication with reference to language. Language is the first element that helps an individual to distinguish the cultural orientations of individuals.
Social Cultural Impacts of Tourism The tourist-host relationship and thus the social cultural impact of tourism is affected by the differences between tourists and hosts, the type of contact between tourists and hosts, the importance of tourism in a community, […]
Filipino Food Essay However, because of the Spanish and American influence, meat, especially pork and chicken, are also served. So, Philippines is a country of festivals and a diversity of traditional dishes and beverages.
Pakistan: Culture and History Pakistan, officially the Islamic Republic of Pakistan, is a large culturally diverse country located at the crossroads of the strategically significant expanses of South Asia, Central Asia and Western Asia, and borders Afghanistan and Iran […]
Celebrity Culture Is Harmful to Society In this paper, it is argued that celebrity culture is harmful to society because of its effects on childhood development and the glorification of wrong behaviors based on its tendency to nurture bad role models.
James Rachels’ The Challenge of Cultural Relativism Essay The article “The Challenge of Cultural Relativism” by Rachels explores the issue of ethics. According to Rachels, cultural relativism fails to support the existence of universal moral standards.
Four Types of Corporate Management Culture After studying such aspects of the work of large organizations as the relationship between employees, the subordination system in the company, and employees’ attitudes and views on the development of the MNCs, Trompenaars states that […]
What Is Popular Culture? Definition and Analysis Therefore, Storey observes that the incorporation of the true meaning of the word culture as a way of life and culture should be in the form of ‘signifying practices’ named above.
Culture and Anarchy by Mathew Arnold This is due to the lack of awareness to the new culture. The entire book of Arnold takes culture as collection of everything what is the best and perfect in the world.
Cultural Influences on Students Academic Performance Indeed as the definition is rightly put, practicing our culture is akin to cultivating our lives, with the help of tools and symbols that the society has bestowed on us. Others are of the opinion […]
The Advantages of Living in a Multicultural City Living in a multicultural city provides one with multiple benefits such as having opportunities to learn about other cultures, developing a better understanding of different cultures, and having more chances to improve one’s personality.
Coca-Cola Company’s Cross-Cultural Management The company also possesses a vision, which is a guiding factor to the units of the business, which is achieved by laying out whatever they need to achieve in order to sustain their progress and […]
McDonald’s Cultural Issues in India Some of the issues which are discussed include Mcdonald’s historical background, the cultural and ethical issues at the organization’s operations, and the social responsibility issues in different regions where the organization has operations.
Power and Culture: Relationship and Effects The relational determination in a particular society is a product of the role and function of power in a designated society.
Festivals and Their Importance for Modern Culture Thematic festivals are trendy and vital for today’s culture: different music festivals, art and design festivals, and even sex festivals. Modern-day festivals are widespread around the Earth, and they often combine the elements of local […]
Cultural Comparison: The United States of America and Japan First of all, it is important to note that both the United States of America and Japan have notable similarities as far as their cultures are concerned.
Attend a Cultural Event: Different Ethnic Communities’ Identities The warm and incredible welcome of the Turkish citizens adds spice to this event and helps the visitors to be more enthusiastic throughout the festival.
Comparison of US and Germany Cultural Differences Power distance is the degree to which power is shared evenly in a community as well as the extent in which the community recognize and accepts this variation in power distribution among itself; this is […]
Amazon Corporate Culture Issues Term Paper Problem Scenario: Amazon’s employees report about multiple cases of workplace disregard, the lack of benefits and praise as well as unfair ranking system that creates the need to analyze the corporate culture of the organization […]
Food Habits and Culture: Factors Influence The food habits of a group of people/community can be described as the reasons for eating, the methods used while eating, the types of food eaten, and the mode of storage.
Culture in Things Fall Apart by Chinua Achebe I also kill a cock at the shrine of Ifejioku, the god of yams” Ibo culture is shown through the world look of the Western society that is why the aspect of behavioral brutality was […]
Zara: Corporate Structure and Culture In Luthans, due to the large size and diversity of the organization, Zara has departmentalized itself in terms of the services and products it offers in the market.
The Literature of the Renaissance Period The main features of the Renaissance culture which also determine the elements of the Renaissance literature are the philosophy of humanism, the secular character of the art pieces, and the orientation on the antique patterns.
Cultural Competence: Indian Culture and Healthcare They also believed that, the disease was heredity and that if one member of the family suffered from one of the diseases, chances that somebody from the same family would contract the disease are high.
Globalization and Food Culture Essay The interviewee gave the examples of France, America, and China in her description of how food can affect the culture of a place and vice versa.
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USA And Nigeria: Hofstede’s Six Cultural Dimensions Comparison Considering the Hofstede’s cultural dimensions theory, the U.S.and Nigeria are similar in terms of masculinity, uncertainty avoidance, and long- term orientation, the half of all the suggested factors by Baack.
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Cultural Norms: Fair and Lovely and Advertising Is the advertising of Fair & Lovely demeaning to women or is it portraying a product not too similar to cosmetics in general?
Philippines Dressing Culture and Customs The country borders South China Sea to the North and West, the Sulu Sea and Celebs Sea to the southwest, and the Philippines Sea to the east.
Cancel Culture: A Persuasive Speech Cancel culture is a phenomenon of modern society that has arisen thanks to the development of social media. However, in this situation, it is difficult to determine who sets the boundaries of the morally correct […]
Japanese Animations’ Effects on the Japanese Economy and Their Cultural Influence on Foreign Countries These artists incorporate the characteristic anime stylizations, gags and methodology in their piece of work to produce animations that are a bit similar to Japanese anime. The growing interest among foreign artists in anime is […]
Cultural Identity Theory: “How to Be Chinese” by Celeste Ng Thus, while recognizing the role that the specified cultural signifiers have for Asian American people in their attempts to retain their cultural identity, Ng also demonstrates the urge to introduce immediate change to prevent the […]
Porsche’s Strategy, Structure, and Culture The change of the legal form of the company allowed other people who were not members of the Porsche family to become members of the Executive Board of the company.
Wal-Mart Company’s Cross Cultural Communication This system of operation has resulted in one of the labor activists called Wang Shishu led demonstrations in order to convince the management not to cut the pay of the employees.
Nok Culture’s Main Characteristic Features One of the most significant pieces of art is the Nok art, a testament of the Nok culture. Discovery of the sculptures in 1943 indicate the use of iron, the practice of smelting for tools […]
Impacts of Culture on Consumer Behaviour In addition, the impacts of the environment on the conduct of these consumers are made evident. For example, in the field of marketing, the phrase refers to acts and patterns of purchasing and buying.
How to Avoid Ethnocentrism – Essay on Promoting Cultural Relativism In an effort to understand ethnocentrism which is defined as, the tendency to believe that one’s cultural beliefs and their culture’s ethnic values to be superior to others.
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My Big Fat Greek Wedding (2002) Cultural Analysis And the root of the word Miller is Greek and means apple in Greek. Overall, the treatment of the Greek culture in the movie is inelegant.
The Influence of Ramayana on the Indian Culture If one considers the image provided in the work with the work itself, one notices the detailed depiction of the life and activities of the protagonist.
Pashtun Culture: Cultural Presentation This presentation will overview one of such groups – the Pashtun culture and the challenges a nurse may face working with its representatives.
Celebrity Culture and Its Influence on Society Before discussing the way Angelina Jolie and other celebrities affect modern society, it is necessary to identify the origins of the celebrity culture.
The United States of America’s Culture These are however just general views on what the American culture really is, the next section of this paper will go to the specifics, and zero in into the following factors that determine the true […]
The Mughal Empire: Culture and Heritage The combination of the regions’ economic independence, the tensions between Hindus and Muslims, and the penetration of the subcontinent by the European economic powers led to the decline of the Mughal Empire.
Cultural Analysis – China and the Us In a bid to survive in such a market, it is crucial for the American investors to conduct a broad analysis of the cultural differences between China and the United States.
Cultural Diversity in the UAE: Social and Economic Development This view is in line with Rabah’s emphasis on the importance of respecting cultural diversity in the process of nation-building because the concept is useful in solving conflicts and developing solutions that are beneficial to […]
Heritage Tourism and Cultural Tourism In the preservation of the sites for tourism purposes, it is clear that what is termed as the “culture of today” becomes the heritage of the future. There is a need to unveil the complexity […]
Culture and Development in Nigeria The following are some of the organizations that are concerned with cultural developments in Nigeria:- The African development bank is involved in major activities in the water sector and in sanitation projects across Nigeria.
Importance of Cultural Diversity Campaigns such as the Black Lives Matter may be attributed to lack of inclusion and appreciation of different cultures. For instance, the discussion of inclusivity in the 1970s focused on primary and secondary dimensions of […]
Cultural Pollution:Traditions and Historical Concepts The cultures traditions and historical concepts of the Middle East have over the centuries been characterised as by a distinct sense of variety that stems from a whirlwind of customs and traditions.
The Effect of Globalization on a World Culture The net result is a global culture; the effect and extent that global culture has gone in the world varied among nations and continents; developed countries have their culture more diffused and uniformity can be […]
Communication Culture: Hall’s High and Low-Context Model of Culture The differences in the modes and styles of communication are due to diverse cultures of the people from different countries. The aim of this report is to evaluate the concept of different communication cultures through […]
Existential Therapy and Multicultural Perspective Paying attention to the entire idea of existential therapy, the exploring meaning and values of the issue will be considered referencing to the authenticity of the ideas, priorities, and values.
Tolerance and Respect for Cultural Differences The author concludes the essay in the third section by revisiting the thesis statement and highlighting the various approaches used to develop attitudes that promote respect and tolerance.
Political and Cultural Impact of Alexander the Great’s Conquests Due to many territories that he conquered, the dominion that Alexander the Great had was regarded as one of the greatest in the history of the world.
East Meets West: Culture Differences He described the Japanese as the best people known among the heathens.[2] “Portuguese Views of Chinese”[3] is an account of the first impression the Portuguese had upon encountering the Chinese.
History of Children’s Literature in Western Culture Plato, one of the most notable rulers of the time, held it that story-telling sessions should take the form of a play and he insisted that professional storytellers and poets be the ones in charge […]
Social Cultural Causes of Crime There is need to highlight the social cultural factors of crime and describe the necessary positive measures to prevent the occurrences of crime.
Egypt’s History, Culture, Religion, and Economy Over the next three millennia, Egypt would see the rise and fall of several civilizations, including the Old Kingdom, the Middle Kingdom, and the New Kingdom.
Toyota’s Culture and Leadership Strategy Toyota’s Leadership and Culture Irrespective of numerous difficulties, the company is still one of the leaders of the industry. To understand the essence of the lean leadership, it is crucial to consider some peculiarities of […]
Ramen Culture as a Vital Part of the Traditions in Japan Studying the history of the transformation of ramen culture and the role it plays in modern Japanese popular culture helps to explore the uniqueness of the phenomenon and understand the origins of its immense popularity.
Religion and Cultural Belonging: “The Flea Palace” by Elif Shafak The old and the new, the Christianity and Islam, the East and the West are shown closely interconnected for example in the description of the two ancient cemeteries in Istanbul and in the development of […]
Adolf Hitler’s Cultural Theories in “Mein Kampf” So, according to Adolf Hitler, the foreign Aryan spirit was the awakener of Japanese people hence the bore a culture that they did not create.
The Kikuyu Community: Religion and Culture The community speaks the Kikuyu language. Kenya’s Kikuyu people are the most popular and largest ethnic group.
Emerson’s, Whitman’s and Thoreau’s Cultural Impact This movement was based on the belief in the unity of the world and God. The doctrine of “self-confidence” and individualism was developed by convincing the reader that the human soul was connected with God […]
Social and Cultural Aspects of Pre-Colonial Africa in Chinua Achebe: Things Fall Apart The novel emphasize on the encounters of the pre-colonial Africa and the effect of British colonialism during the 19th century. Gender disparity is clear in this village and the crimes are identified with gender where […]
The “Brave” Intercultural Film Analysis In their discourse in the forest, the princess and her mother realized the need for relationship rebuilding, mending the bond that led to a solution for the kingdom’s survival.
Apple’s Cross-Cultural Problems in China In the case of Apple, the main issues have to do with employee management issues mostly associated with working conditions and compliance to Chinese labor laws.
Verbal and Non-Verbal Communication Styles Across Ethnic and Cultural Backgrounds In the essay, I discuss verbal and non-verbal communication styles across ethnic and cultural background, communication styles that a counselor may come across when dealing with culturally diverse clients and how a therapist can succeed […]
Diverse Contexts and Intercultural Communication at Work As the world moves to the global environment, the modern workplace becomes more and more diverse. When individuals are educated about intercultural differences are more likely to alter their communication styles to suit the needs […]
The Luo Culture of Kenya The Luo people are the indigenous people of Kenya living around lake Victoria, which lies in the western part of the country.
The Preservation of Our Cultural Heritage: Music for Entertainment and Communication Similar to how music plays a significant role in the lives of many people, it is an important aspect of history and culture.
Cultural Theory and Popular Culture: Structuralism and Post-Structuralism In the fields of literature, and design, architecture, in addition to marketing business and the interpretation of culture, history and law are started to analyze on the basis of post-structuralism in the nineteen sixties of […]
The Role of Ethnocentrism in Intercultural Communication The only way to control ethnocentrism is to avoid biases as we find better ways to understand other people’s point of view.
Material and Nonmaterial Culture of Middle East The cultural heritage of the Middle Eastern countries is rooted in the deep history of humanity. The states of this territory almost entirely belong to the countries of the eastern part of the Islamic world.
The Culture Industry According to Adorno and Horkheimer, the culture industry refers to the collection of all the aspects of technology in the modern society that brings change in the lifestyles of many.
Cross Cultural Management and International Business In this essay we will focus on the role of culture in international business situations and also the strategies and frameworks that are appropriate in cross-cultural management.
Culture Identity: Asian Culture Men on the other hand, are socialized to believe they should offer financial support to their families and ensure that the family is secure.
Managing Cultural Diversity in the Hospitality Industry This is common due to confusion and the inability to interact with others in the society. This refers to the level of integration in the society.
Cultural Assimilation: Benefits and Challenges The mass migration of people leads to the fact that the population of the country is constantly growing, new nations come, and cultures are mixed, forming the so-called “melting pot”.
The Impact of the Internet in Culture and Daily Habits The growth of the internet has greatly improved our culture and society today with services it offers in the enrichment of our lives at work and at home.
The Fashion of the Hippie Culture Studying the fashion of the hippie culture is important because it illustrates the changes that society had undergone in the 1960s not only with regards to the style of clothing that people wore but also […]
The UAE Cultural Analysis: Adherence to Traditions, Cultural Beliefs, and Values The other important information for the pavement industry with regards to location is that the region lies in a longitude range of 56 to 25 degrees north and in a latitude range of 22 to […]
Importance of Cross-Cultural Management in International Business As earlier pointed out, a vital requirement for success in an international business setup is the ability of managers to comprehend and appreciate other cultures across the world.
Gang Culture in the USA: Symbols, Norms, Values The term culture refers to the norms and social behavior of a given community or group of people. Having the objects makes them feel brave and ready to act in the interest of the group […]
UAE and Culture UAE’s society is multicultural. UAE culture has been defined by the Islamic religion as it is the most dominant in the region.
Jamaican Family Cultural Practices The history of the Jamaicans in the United States began in 1619 when some blacks from Jamaica, as well as from the Caribbean islands migrated to the United States.
The Overall Effects of Cultural Diversity in the Hospitality Industry The report focuses on analyzing the overall effects of cultural diversity in the hospitality industry. The nature of the industry’s workplaces and the way they deal with the issues concerning management of cultural diversity.
Cultural Pride and Cultural Baggage One of the articles that was written by Kincaid gives her experiences in England which portrays her cultural baggage as she finds it quite hard to fit in this society and to adopt a similar […]
Impact of Globalization on the Maasai Peoples` Culture This essay will therefore focus on the roles the aforementioned forces have played in changing the culture of the Maasai. Moreover, tourism has resulted in environmental degradation which is putting the Maasai on the brink […]
The Cultural-Individual Dialectic and Social Nature of Intercultural Relationships This specific type of dialectics is based on the idea that communication of persons depends not only on cultural aspects and differences but also on their individual attributes and visions. Thus, the cultural-individual dialectic is […]
Reasons for Not Appreciating Different Cultural Point of View One of the reasons why people may not appreciate the cultural point of view of others is because of the differences in cultural values.
Three Stages of Cultural Development The main goal of this paper is to describe my personal experience along the lines of the stages of cultural development.
Cultural Competence: Jamaican Heritage Self-reflection as a way to improve one’s cultural competence Jamaican cultural ancestry Addressing social norms, cultural beliefs, behaviors, and the impact on health care Self-reflection has been regarded as an effective way to self-develop […]
Convergence vs. Divergence of Culture and Literature – Examples The notion of culture emerged for the first time in the course of the 18th century. It was used to identify the culture of the people.
Cross-Cultural Environment Negotiations: Japan and America Based on this understanding, this paper shows that understanding the need for neutrality, cultural sensitivity, and flexibility is the key to having a positive outcome in a cross-cultural business negotiation. To have a proper understanding […]
Cultural Diffusion: Factors and Effects The process by which cultural traits and items are spread from one individual to another, either within a particular cultural setting or from one culture to another is known as cultural diffusion.
Threats of Globalization on Culture of Individual Countries The world has become a “global village” this is due to the expansion of communication networks, the rapid information exchange and the lifting of barriers of visas and passports.
Culture and Health Beliefs in Korea Buddhism and Confucianism have had the most profound impact on the spiritual world and the life of the Korean people, and more than half of the country’s cultural heritage is associated with these two religions.
Comparison of the Australian and Indonesian Culture On the other hand, Indonesia is one of the countries with the largest population in the world and it has over two hundred ethnic groups who use different languages. Marriage is also important in the […]
British and Brazilian People: Cultural Differences It is critical to make appointments in advance, not to begin business discussions before the host, and to be on time for a business meeting.
Hofstede’s Cultural Model in Negotiations It is important to include terms and conditions of the relationship as a measure of reducing conflicts where third parties are involved.
The Beautiful Country of Kazakhstan: Kazakh Culture The report on the culture must broaden the audience’s ideas about the country and explain some of the most respected traditions every Kazakh follows.
Cross Cultural Management Strategies: Brazil vs. America The failures in cross-cultural management mainly arise from the weaknesses of managers to consider the impact of cultural differences in their management practices.
Italian Culture There is no post of the vice president in Italy and in the event that the president dies, elections will have to be held.
The Zulu Nation’s History and Culture The Zulu people live on the continent of Africa, in the southern part of it, which is known as KwaZulu-Natal. In this family, the husband stands for the chief, and institution of marriage is hallowed.
Multicultural Education Benefits: Functioning in a Pluralistic and Egalitarian Society Students are thus required to acquire knowledge and skills necessary to function effectively in a pluralistic and egalitarian society. The teacher is thus able to enhance socialization and transmission of culture while providing academic skills […]
Subjectivism and Cultural Relativism: Objections and Differences The key difference is that relativism relates the human experience to the influence of culture, while subjectivism states that right and wrong is a matter of personal opinion.
Leading a Culture of Excellence in Healthcare Industry The concept of a culture of excellence is to maintain personnel’s conviction that their work is meaningful and requires to be performed with superiority and be continuously improved.
Diversity of Jamaican Culture The culture of Jamaica is a rich blend of the ways deriving from both Spanish and British eras which affected lives of the people on this small island.
The Bhagavad Gita: The Role of Religion in Relation to the Hindu Culture From this point, it is important to focus on the Bhagavad Gita and its role for the Hindu culture in the context of the role of religion in the Hindu society because the scripture contains […]
Cultural Differences Among Families in the “Hotel Rwanda” Film Arguably, the existence of cultural differences between families across the lifespan is the most significant problem affecting the family of Rusesabagina as he attempts to play the role of a corporate manager and a family […]
IKEA Company’s Organizational Culture Thus, every worker is a carrier of the propagated IKEA culture, which in turn forms the basis for the success of the organization as a whole.
Culture Comparison Between China and Japan In Japan, it can be proved by the fact that the name Japan is written in the Chinese Kanji and not the Japanese Katakana or Hiragana.
Concept of Globalisation and Cultural Diversity The Concept of Globalisation Globalisation can be defined as the minimisation of the differences between people of the world and the maximisation of their similarities through interactions, cooperation and communication.
Influence of Political, Social, and Cultural Issues Political, social, and cultural factors in the world have significant influence on the economic and security status of a society. In the society, there are two types of poverty viz.the absolute poverty, and the relative […]
Culturally Sensitive Care For Jehovah’s Witnesses They hold the belief that life is the representation of life and taking another human’s blood is equivalent to taking part in his life.
Culture, Subculture, and Their Differences The different activities that people across the world engage in lead to the existence of different. When people develop negative impressions of the activities that their society undertakes they are said to be in a […]
Intercultural Understanding in Hala Alyan’s Poems The mix of cultures that she experiences allows Alyan to notice the difference in perception of various countries and people within it and certain biases and stereotypes surrounding them.
Cultural Intelligence by Christopher and Elaine Mosakowski With this identification on how cultural intelligence affects or influences perceptions of people, and definition of the term, the authors continue exploring the major sources of cultural intelligence, the various cultural intelligence profiles, and ways […]
Saudi Arabian Culture In this view, observation of Islamic beliefs, norms, values, and traditions enables people to understand the Saudi Arabian culture and adopt it.
Cultural, Political, Economic and Legal Aspects of Doing Business in France The economy of this country is very strong, considered as the second largest in Europe, and fifth largest in the world.
Kazakhstani Culture Through Hofstede’s Theory The purpose of the research paper is to discuss cultural similarities and dissimilarities, challenges of acculturation, helpful patterns of behavior, and look at the featured culture through the prism of Hofstede’s cultural dimensions theory.
Cross-Cultural Management Major Theories The study of different languages helps one in comprehending what people have in common and also assist in comprehending the diversity that underlies languages, methods of creating and organizing knowledge and the several different realities […]
Chinese New Year Foods: Chinese Culture and Traditions This piece of work will give an in depth discussion of Chinese culture with the central focus being on the Chinese New Year Foods and its relationship with the changes that have been experienced in […]
Culture and Agriculture: Nature and Significance Understanding Seeing that agriculture shapes the society and defines the course of its further development, promoting the ideas of environmentalism and sustainability, it will be reasonable to assume that agriculture belongs to the domain of cultures.
Tesco and Global Supermarket Chain in Hungary: Cultural Issues According to Radosevic and Yoruk, the authors of an article titled ‘International expansion and buyer-driven commodity chain: the case of Tesco,’ Tesco bought a 57% of supermarket chain in 1994, which included 41 stores in […]
Cultural Assimilation, Acceptance and Identity in Julia Alvarez’s Poetry The girl from the new family reminded Alvarez of her own plight when she had moved to the United States and had not yet been accepted completely by the community.
A Comparison Between Swedish and Australian Culture Impact of Culture on Life Experience and Belief System The interviewee explained that having been born in Sweden, where Lutheran is the main church, he followed the teachings of the Lutheran church.
Cross Culture Management The salaries paid to the employees should be comparable, both within the firm and in the industry. Communication audits should be performed in order to measure the effectiveness of the strategy.
Hall Stuart: Questions of Cultural Identity Hall states that it is important to theorize the notion of identity to make it more applicable. However, Hall still claims that it is important to understand what identity is.
Born Red: A Chronicle of the Cultural Revolution With the fine details included in the memoir, it helps a reader to walk through the Chinese revolutionary era and witness the havoc that the revolution triggered by Mao Zedong had on the Chinese people. […]
Campinha-Bacote’s Model of Cultural Competence It is valid to specify that the original title of the model is the Process of Cultural Competence in the Delivery of Healthcare Services.
Cultural Identity and Heritage in the “Everyday Use” by Alice Walker In the broad context, Walker designs the story to underscore the conflict that African Americans faced concerning their cultural identity and heritage after the abolition of slavery.
Cultural Hybridization: The Beliefs, Language, and Social Habits The interaction between the Tai, Han and Zhuang was through conflicts between the majority group, the Han in the Northern regions and the minority Zhuang and the Tai in the southern regions of China.
Identity, Language, and Culture The differences in culture and language gives respective cultures and languages a sense of identity and this is important because it defines an individual or a group of people.
Adorno and Horkheimer ‘The Culture Industry’ Review The underlying principle of this theory was to encourage the liberation of the user from the oppression of the manufacturers by inducing the user, to subject attitudes and beliefs to questioning.
ABC Manufacturing Company’s Organisational Structure and Culture So, the owner has vast knowledge in this sector, which helps him to contribute the company for future development; Resources: Now, the company has two brand new large and modern CNC centres with all essential […]
Communication Challenges in Intercultural Interactions This essay aims to show that communication in intercultural interactions is hindered by the communication style, body language, stereotypes, the tendency to evaluate, high anxiety, and differences in ways of completing tasks.
Football Impact on England’s Culture This paper will study the various impacts of football both on the social life of people and on the economy of the country.
Culture and Identity: “The House on Mango Street” by Sandra Cisneros The past is a driving force for the future and it is hard to erase that part of an individual’s life.
African Cultural Traditions and Communication Unfortunately, there are a lot of countries with the shortest life expectancy rates and the low quality of life in Africa.
Music and Its Effects on Culture Therefore, it could be concluded that music can create some of the diversity issues such as culture, and it can directly impact a culture.
Principles of Effective Cross-Cultural Communication Essay Most disagreements in businesses can be attributed to lack of skills in intercultural communication, which is more common when the sender and the recipient are of different cultures.
Hamlet’s Renaissance Culture Conflict The death of Hamlet as the play ends indicates that though he was the definite answer to all the questions before him as he faced death, he was not in any position to give any […]
Multicultural Education: Action Plan for Professional Development of the School’s Staff Multicultural education has to be emphasized in the discussion to make it the core of a future action plan for the next academic year. It is a chance for teachers to recognize their roles in […]
Cultural Factors and Their Influence on Individuals
How Geography Has Impacted the Development of Ancient Cultures
Managing Cultural Diversity: A Case Analysis of Hilton Hotels Corporation
African and Western Culture in the “Touki Bouki” Film
Heritage Tourism vs. Cultural Tourism Definition
Body Ritual Among the Nacirema: Cultural Study
eBay in Japan, Its Strategic and Cultural Missteps
History: Cultural Exchanges in the Medieval Period
Intercultural Relations: Physical, Economic, and Linguistic
Organizational Culture & Leadership: Whirlpool Corporation
Racial and Cultural Identity Development Model
History of Multicultural America by Ronald Takaki
Cultural Convergence: The Interactions Between Different Cultures
Indian Custom and Culture Community
How Does Culture Affect the Self Identity Personal Essay
Anthropological Approach to Culture
Culture of the Dominican Republic
Socialization for the Transmission of Culture
Mass Society and Popular Culture Theories
Culture and Communication: Egypt
Cultural Role of Crepes in France
Geography, Peoples and Culture Areas of Oceania
The Impact of Fashion Marketing on Culture
Western Culture Impacts on the UAE Local Lifestyle
Disneyland’s Cultural Dimension: USA v. France
Servant Leadership in Indian Culture and Hindu Religion
Culture, Language and Influences on Development
Culture Influence on Intimacy and Human Relationships
Cultural Diversity Management in the Workplace
Culture and Health Correlation
Korean Culture: History and Principles
Starbucks in China and Cross-Cultural Values
Greek Culture and Traditions
Five Cultural Dimensions for Understanding the Values
People and Culture in Morocco
Multicultural Communication and Its Origin
The Erosion of Cultural Differences and Globalised Consumer Culture
Taiwan and the U.S. Cultural Elements
The Nature of People and Culture
Theory of Culture Care Diversity and Universality
The Jarawa People and Their Culture
Vanilla: History, Culture and Production
Language and Culture Interaction in English Language Teaching
Cultural Aspects in Different Societies
Youth Culture and Globalization
Differences in Culture between America and Sudan
Society, Culture, and Civilization
Sushi: History, Origin and the Cultural Landscape
Paisà (1946) by Roberto Rossellini: Style, Theme, and Cultural Value
Cultural Identity: Problems, Coping, and Outcomes
Organizational Culture of Google Incorporation
Hofstede and Trompenaars Theories of Culture Diversity
How Cultural Beliefs, Values, Norms and Practices Influence Communication
Cultural Diversity in the Play “Othello”
Sustaining a Culture in Multinational Corporations
The Renaissance and Its Cultural, Political and Economic Influence
What Role Does Food Play in Cultural Identity?
Race Matters, Cancel Culture, and “Boys Go to Jupiter”
Intercultural Relationships Importance
The “Friends” TV Show as a Cultural Artifact
Cultural Differences in International Business
American Culture Pros & Cons
Appropriations, Prejudices and Cultural Cruise Control: Overview
Authenticity in Cultural Tourism Sites: A Critical Discussion
The White House as a Cultural Symbol in US
Haiti History and Culture
Cultural, Legal, Economic, and Political Aspects of Doing Business in China
Nacirema Culture
Cultural Belief System: Experiences and Traditions
The Bushmen: Culture and Traditions
Technology as a Form of Material Culture
Roman & Greek Mythology in Pop Culture: Examples, Referenses, & Allusions
Handy and Schein Models in Organizational Culture
Qantas Airways: Cross Culture and Safety Management
Hospitality Industry: Coping with Culture Shock
The Marriage Traditions of Wolof Culture
Cultural Prostitution: Okinawa, Japan, and Hawaii
Islamic Culture and Civilization
Cultural Traditions and Practices in the Novel the Namesake by Jhumpa Lahiri
Angels and Insects: The Issue of Incest in the Pop-Culture
Ways to Improve Intercultural Communication
IKEA’s and Home Depot’s Cross-Cultural Management
Cross-Cultural Sleeping Arrangements in Children
The Influence of American Popular Culture on the Heroes of “The Bluest Eye”
Cultural Products in Strategic Plan Development
Cultural Diversity and Cultural Universals Relations: Anthropological Perspective
Cultural Bias in Counseling Practices
How Chinese Culture Influences Foreign Businesses
The Influence of the Cultural Current “Modernism” on the Conception of Music in the 20th Century
The Impact of Cultural and Religious Tourism on Communities
Dance Analysis: Social and Cultural Context
Cultural Identity in “White Teeth” by Zadie Smith
Cross-Cultural Differences Between the US and Pakistan
Intercultural Awareness and Multicultural Society in a Global Village
Caribbean Rum: History and Culture
Multicultural Diversity Conceptual Study
Matthew Arnold’s and Raymond Williams’ Ideas About Culture
Cultural Family Assessment in “Under the Same Moon” Film
The Culture of the Nacirema Society
The Japanese and the US Cultural Dimensions
Impacts of Culture on Formulation of International Marketing Strategies
A Discussion of Key Challenges Faced by MNCs in Developing a Cohesive & Inclusive Culture
Starbucks Corporation Organizational Culture
Cultural Revolution and Education in China During the 1960s-1970s
Coping With Cultural Shock and Adaptation to a New Culture
Deaf in America: Voices From a Culture by Carol A. Padden, Tom L. Humphries
Discussion: Cultural Roots and Routes
Cultural Traditions: Arranged vs. Autonomous Marriage
Pokémon Go as a Pop Culture Phenomenon
Implications of Korean Culture on Health
Muriel’s Wedding as a Representation of Australian Culture
Jewish Family Cultural Perspective
Adorno’s Concept of Culture Industry
IBM Company’s Multicultural Project Team Management
Indigenous Australian Culture, History, Importance
Porsche Brand’s Cultural Biography
Exploring the Human Culture
Disney and Its Impact on Popular Culture and Society
Nissan Motors Company: Cultural Change
Irish Culture and Stereotypes in The Quiet Man
Cabramatta’s Culture and Art
Cultural Sensitivity and Language Use
Cultural Linguistic Autobiography: An Experience of a Second Language
Cross Cultural Impacts on the Non-Verbal Communication
HR Managers and Cultural Differences
The Cross-cultural Construct of Bronfenbrenner’s Ecological Systems
Christianity Social and Historical Impact on Western Culture
Cultural Diversity in Correctional Facilities
The Egyptians and the Hindu Cultural Rites Comparison
Billboard as an Element of the Popular Culture
Indian Culture and Its Distinctive Qualities
Cultural Heritage of Oyo Empire in Africa
The Depiction of Cultural Conformity and Moral Values in Shirley Jackson’s “The Lottery”
W.L. Gore Company’s Culture of Innovation
Compare and Contrast the Political Culture of Australia and Saudi Arabia
Global Business Cultural Analysis: Japan
An Academic Critique of Hofstede’s Cultural Dimensions Theory
Beauty and Culture
Tribal Tattoos: Cultural Appropriation and Appreciation
Socio-Cultural Approach of Humanity Examination
The History of the Hippie Cultural Movement
Nike, Inc.: The Corporate Culture
Marriott Hotel’s Promotion of Intercultural Synergy
General Motors Company: Organizational Culture and Strengths
The UK Cultural, Business and Political Environment
A Lesson Plan For the Multicultural Learning of Science
Google’s Corporate Culture and its Success
The Impact of Nineteenth Century Photography on Visual Representation and the Development of Visual Culture
What Is the Relationship Between the Social Definition of Deviance and the Media’s Role in the Dissemination of Popular Culture?
Cultural Change: Mechanisms and Examples
How Hutterites of Montana Maintain Their Culture and Effect It Has on State
American Culture and Indian Culture Comparison
The Effect of Global Technology on Intercultural Communication
Food Preferences and Nutrition Culture
Celebrations in School Culture
Cross-Cultural Marketing and Cultural Differences in Markets
Acadian Culture in Cape Breton in Nova Scotia
Arab Culture and Teenagers
Juno and Political, Social, and Cultural Ideology
Culture Clash as a Great Conflict
Complexity of Managing Multinational Corporations: MNC Culture
Culturally Informed Psychological Assessment
Culture and Society Through the Babylonian Sufferer
Culture of Simping and Why One Should Stay Away From It
John Donne’s Poetry Relate to the Culture
The Essence of Cultural Ecology: The Main Tenets
Building High Performance Culture: Zappos
Jazz Social Dance and Impact on American Culture
Linguistic Repertoire: Language Identity and Culture
Anglo-American Culture and Healthcare Standards
Is Cultural Relativism a Viable Way to Live?
Tourism & Cultural Change: A Critical Analysis
Cross-Cultural Communication Between the French and German Communities in Switzerland
Globalization: Not a Threat to Cultural Diversity
Intercultural Communication Patterns in the U.S. and UK
Effect of Economy on Culture and Social Structure
Efficient Intercultural Interaction and Communication
The Māori Culture of New Zealand
Challenges of Adapting to Another Culture
Cultural Criminology: Inside the Crime
Ancient Greek Culture, Philosophy and Science
Gender Inequality: On the Influence of Culture and Religion
Integrity in Organizational Culture and Ethical Theories
Consumerism Culture: Challenges and Solutions
Cultural Misunderstandings in Communication
“Family Supper” by Ishiguro: Eastern and Western Family Attitudes Cultural Differences
Singapore’s Culture and Social Institutions
Gender and Cultural Studies: Intimacy, Love and Friendship
Competent Care: Filipino Cultural Assessment Model
Culture and Leadership in a Safe Industrial Environment
HP Company Internal Politics and Culture
Heritage and Cultural Tourism
Multicultural Counseling Theory and Multicultural Counselors
Verbal Culture: An Apple a Day Keeps the Doctor Away
The Effects of Diverse Culture of IKEA in UAE to Impact of Cultural Diversity on IKEA
The Role and Influence of Women in Western Culture
Socialization in a Multicultural Framework
Singapore Geography and Culture
Social, Cultural and Gender Inequality From a Global Perspective
Cultural Acceptance in Amy Tan’s “A Pair of Tickets”
Gender in Cross-Cultural Perspective by Brettell & Sargent
Cultural Diversity and Cultural Integration in Western Societies
Cultural Values Embeded in Soccer
Google Inc. Employees’ Intercultural Competencies
Cultural Assimilation in the “Spanglish” Movie
The Role of Chinese Hats in Chinese Culture
Dubai’s Food, Dress Code and Culture
Intercultural Communication Perspectives
The Myth of the Culture of Poverty
Local Museums and Their Cultural Heritage
Non-Material and Material Culture
The General Motors Firm’s Cultural Crisis
Bombas Firm’s Organizational Structure and Culture
Colombia’s and the US’ Cultural Dimensions
Cross-Cultural Management and HRM in Walmart
Traditional Korean Music and Culture
Police Officers and Cultural Differences
Struggle to Retain Culture: McDonaldization in China
Culture, Globalization and Intercultural Adaptation
Intercultural Cooperation and Its Importance for Survival
Communication in a Cross-Cultural Project Team
School Climate and Student Culture
Bahrain Fashion: Culture and Antiquities
Umm Al-Nar: Geoarchaeology and Cultural Heritage
Enron Company’s Organisational Culture Problem
Ways in Which an Organization’s Culture is Transmitted to its Members
Impact of Power on Organizational Culture
The Role of Culture in Gospel Communication
The Impact of the Culture on the Project Management
Social and Cultural Diversity Statement
Female Chauvinist Pigs: Raunch Culture and Feminism
Stereotyping in the Human Culture
Weird Chinese Foods: Cultural Practices and Eating Culture
Cross-Culture Conflicts in the Corning-Vitro Venture
Cultural Differences in Arranged Marriages
Adolescents and Popular Culture: A Critical Analysis on Blogging Culture
Subculture Theories: Response to the Dominant Culture
Multicultural Psychology as a Subspecialty of Psychology
Analysis of Culture and Environmental Problems
Value and Meaning of Culture and Religion
The Spread of European Culture
Sports Cards, Their History and Culture
Cultural Approaches to Healthcare Delivery in the US
Marriott International: Analyzing Culture
Multicultural Literature. Juliet Kono’s “Sashimi” Poem
Tsuruoka Cultural Hall Project by SANAA Studio
Culture and Public Administration Relationship in Canada
UK-Singapore Cultural Differences at Work
Paris City Cultural Pattern
Hotpot Concept and Cultural Value
Procter and Gamble’s Organizational Culture
Cheyenne Indians History and Culture
Japanese Anime and Doujin Culture
Clovis People Origin and Culture
Religion in Intercultural Communication
LGBTQ Co-Culture: The Key Aspects
Understanding Culture and Tradition as an Effective Way of Teaching Indigenous History
The Parthenon and the Pantheon in Their Cultural Context
Family-Cultural Assessment
Hofstede’s Study: Cultural Dimensions
Corporate Culture: What Is Toyota Way?
African Civilizations. The Bantu Culture
Adopting Marketing Strategy Across Cultural and Religious Divides: McDonald’s Home Market and Turkey
Columbia Under Hofstede’s Cultural Analysis
Cultural Traditions. Quinceanera vs. Sweet 16
Food, Eating Behavior, and Culture in Chinese Society
Harry Potter Stories and Impact on Pop Culture
Disneyland Hong Kong Company: Cultural Adaptation
Culturally Responsive Practices in Early Childhood Education
Federal Bureau of Investigation’s Organizational Culture
Printing Culture and the Chinese Society
Etihad Airways: Organizational Culture
Popular Culture and Art Definition, Brief History and New Opportunities
Cultural Assimilation of International Students
How the Internet Has Changed World Culture?
Abu Dhabi Tourism and Cultural Authority
Genius of Western Culture – Lionel Richie
Effects of Technology on Culture
Cross-Cultural Management in Multinational Corporations
The Concept of Politeness in the Cross-Cultural Communication
James Rachel’s Speech About Cultural Relativism
Punjabi: the Culture
Classroom Behavior and Culturally Diverse
Cultural Diversity in Women and Sport Participation
Cultural Representation in Bollywood
The Impact of Western Society on the Music Cultures of Other Societies in the World
All Forms of Culture are of Equal Value
Dr. Jekyll and Mr. Hyde: The Cultural Significance of the Novella
Disney Culture in China and United States
Cultures Are Eroded by Foreign Cultural Influences Including Media
Inter-Cultural Communication Skills in Career Goal at the Contemporary Workplace
Emerging Issues in Multicultural Psychology
Pursuing Professional Accountability and Just Culture
Coffee in the Historical and Cultural Context
Cultural Property and Its Protection in Armed Conflicts
Cultural Effects on Health Care Choices
“The Woman Warrior” by Maxine Hong Kingston: Arguments About Prejudice, Gender, and Culture
Impact of Religion and Culture on Development
Cultural Diversity & Communication in the Workplace
“Christ and Culture” the Book by H. Richard Niebuhr
Diverse Culture in the “Ongka’s Big Moka” Film
Pop Culture and Print Media: Trends Propagated by the Print Media
Material Culture: Pottery
International Movements and Cultural Barriers
Fundamentals of Intercultural Communication
Jeffrey O.G. Ogbar, Hip-Hop Revolution: The Culture and Politics of Rap
How African Culture and Lifestyle Changed the Life of Karen Blixen
Hip-Hop and the Japanese Culture
Cultural Significance of Flynn Rider in “Tangled” by Greno
The Tumultuous 1960s-1970s and the Reshaping of American Popular Culture
Cultural Adaptation Plan: Comparing Canada and the Philippines
Sumerian and Mayan Cultural Similarities
Culture, Emotions, and Psychology Relationships
Punjabi Culture and Threat to Survival
Traditional Oceanian Art and Its Influence on the Western Culture
Beowulf Character in Historical and Cultural Contexts
Multicultural Orientation for Human Services Professionals
Meaning of Culture and Its Importance
Organization’s Culture and Values in Nursing
Catholic Culture: Traits, Norms, Traditions
The Concept of “Cancel Culture”
“Cross-Cultural Servanthood” by Duan Elmer
Controversial Advertising: Producing Cultural Affect
History of Pop Music in the World: Cultural and Social Changes
Multicultural Panel: Sociological Issues
Culture and Identity as Depicted in Kay’s “Trumpet”
Caribbean Culture and Cuisine: A Melting Pot of Culture
Barbecue as a Southern Cultural Icon
Intercultural Communication Led by UNESCO
Ecuador: A Country Study, Culture, People and History
TV Culture: The Oprah Winfrey Show
The Differences Between American and Arab Culture
American Pop Art Culture Review
Popular Culture Resistance: Causes and Goals
Coca-Cola Company: Multicultural Advertising
Cultural Background: Personal Journey
Asian Community’s Cultural Values and Attitudes
Children’s Rights in Various Cultural Traditions
Workplace Culture in Melville’s “Bartleby the Scrivener”
Chinese Restaurant: Cultural and Aesthetic Perspectives
Ethical, Legal and Multicultural Challenges in a Crisis
Soju Product: Socio-Cultural Environment Influence
Chicano Culture in “First Communion” by T. Rivera
Consumer vs. Organizational Buying and Culture
The Grass Dance Cultural Importance
The NBA 2K Game as the Element of Popular Culture
Cross-Cultural Management: Decision-Making
Cultural Context of the Play “Poker” by Zora Hurston
The Effects of Modern Popular Culture on Personal Beliefs and Values
Latino Culture: Mexican-Americans and Puerto Rican Americans
Personal Development Plans: Teamwork and Culture Shock
Characteristics of Organizational Culture
Hofstede Labels the Chinese as a Collectivist Culture
Language Role in Cultural Communication
Effective Communication Strategies in a Culturally Diverse Workforce
Culture and Ethical Beliefs: International Marketing Strategy
Cultural Revolution in China in “Hibiscus Town”
Positive Psychology and Chinese Culture
History, Culture and Language of Wales
African American Culture: Psychological Processes
Sexual Harassment and Culture
Culture Effects on Leadership Styles and Behavior
GLOBE Initiative: How Cross-Cultural Management Has Affected Airbus?
The Challenge of Human Rights and Cultural Diversity
The Phenomena of Multiculturalism: Cultural and Social Values
Cultural Diversity in Hotel Industry
In What Ways Did American Culture Become More Democratic in the Early 19th Century
Angelou Maya’s Presentation on the African Culture
Culture and Communication
Popular Culture in the History of the USA
Cultural Dynamics in Assessing Global Markets
History and Culture of the Brazil
American Cultural Imperialism in the Film Industry Is Beneficial to the Canadian Society
Geological and Cultural Importance of Deer Creek Park (Colorado)
Cultural Event: Worship Service in World Changers Ministries
Working Cross-Culturally: Forget “Business as Usual”
Cultural Artifacts and the Importance of Humanities
Distinct Lower Class Culture: An Impediment to Success
Africans in Mexico: Influence on the Mexican Culture
Leisure and Recreation in a Multicultural Society
Food and Culture Links
Nomadic Pastoralism and Cultural Survival
Food Culture in Mexican Cuisine
African-American Cultural Group and the Provision of Services to African Americans
Cultural Conformity: A Person’s Behavior and the Standard Determined by a Culture
Food Culture and Obesity
Multicultural Society in “Onion Tears” by Diana Kidd
Culture & Life at Patagonia: Case Study
“Food Colombusing” and Cultural Appropriation
Cultural Diversity of Skincare Business Customers
The Culture of Fast Food Consumption
Purnell’s Model of Culturally Competent Care
Uber’s Culture Change and Changing Values
Culture Values Expression through Humanities
Patient Safety Culture and Communication
Evidence-Based Practice and Safety Culture Standards
Kitsch in the Popular Culture of the 20th Century
Mexican vs. American Cultural Differences in Business
Macomb Community College’s Organizational Culture
Henry Jenkins’ Theory of Convergence Culture
Moving from Cultural Appropriation to Appreciation
Cultural Appropriation: Christina Aguilera in Braids
Culture Lag and Conflict Theory of Change
Siemens Company’s Corporate Governance and Culture
African American Heritage and Culture
Visual Culture Understanding in Modern Society
International Joint Ventures and Cultural Pitfalls
The History of Guqin in Chinese Culture
Cultural Anthropology, Gender and Kinship
Elements in Cross-Cultural Communication Competence
Expanding Chinese Cultural Knowledge in Health Beliefs
YeKooche First Nation Aboriginal: The Cultural Heritage
Personal Worldview and Intercultural Communications
Cultural Competence: Purnell Model
Ethiopian Culture Impact on Perinatal Health Care
Comprehensive Health Assessment Based on Developmental and Cultural Factors
Mountain Men and Their Economic, Social, and Cultural Importance
Cultural Comparison of France, Italy, and Ireland
How a State’s Political Culture Affects Its Social Policy
Hispanic Culture in “Como Agua Para Chocolate” by Laura Esquivel
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The Brexit Decision: Leadership and Culture
Why Does Popular Culture Affect Us?
Why Does Culture Have a Prominent Position in I’m Research and Practice?
Why Culture Alone Cannot Explain Morality, and Why It Matters?
Who Was Right About Popular Culture?
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When Age and Culture Interact in an Easy and Yet Cognitively Demanding Task?
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Whether Immigrants Should Adopt the Local Culture?
Which Society and Culture Have the Greatest Impact on the World Past and Today, Chinese or Western?
Why Does Culture Attract and Resists Economic Analysis?
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Why Whites Embrace Black Culture, History, and Other?
Which Social Processes Are More Important in Shaping Individual Identity: Social Structures or Culture and Socialisation?
Where, When, and How African Culture Became a Part of the Culture of the Americas?
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Chicago (A-D)
Chicago (N-B)

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Academic Conferences Tackle the Taylor Swift Phenomenon

Taylor Swift’s fans are legion, but she has also attracted the attention of academia: In the past six months, two successful academic conferences have been built around discussing her impact on the economy and pop culture.

woman in white halter gown with long black gloves holding award

Taylor Swift accepts the award for Best Pop Vocal Album at The 66th Annual Grammy Awards Feb. 4 at the Crypto.com Arena in Los Angeles, California. Swift’s influence on music, culture, and global economics has become the topic of academic conferences dedicated to the performer. (Sonja Flemming/CBS photo)

Taylor Swift’s continued rise in popularity has helped define the post-pandemic zeitgeist — so much so that her influence has been the topic of academic conferences. The first major event centered on the singer — aptly named Taylor Swift: The Conference Era in honor of her ongoing global Eras Tour that celebrates the different eras of Swift’s career — was held in November 2023 at Indiana University Bloomington and covered a wide range of topics , from her internet presence to her lyricism to her relationship with fans.

“The keynotes were selected because they had done extensive research on Taylor Swift,” said Natalia Almanza, international program and operations coordinator for Indiana University Bloomington’s Arts & Humanities Council in an interview with Convene for the March/April 2024 issue’s edition of “ There’s a Meeting for That .” But presenters weren’t necessarily “Swifties” — Swift’s devoted fans — which allowed for more critical conversations, Almanza said. Of 75 academic papers submitted, 20 submissions were selected, and 700 individuals attended, both students and members of the public.

Taylor Swift’s latest album, The Tortured Poets Society, drops at midnight April 19.

Just a few months later, halfway around the world, Swiftposium commenced. Held in February 2024 at the University of Melbourne in Australia and online, the academic conference took place just days before Swift brought her tour to Melbourne and Sydney. The event itself was exclusive to academics, but pre-con, RMIT University in Melbourne hosted a one-day “Fanposium” to include Swifties in the festivities.

Perhaps a symbol of the continuously rising “Swiftmania” around the world, Swiftposium was even bigger than Taylor Swift: The Conference Era. Organized with the support of Curtin University in Perth, Australia, and Auckland University of Technology in New Zealand, the event drew the attention of major media outlets and attracted more than 400 abstracts, with 130 accepted from 20 countries.

“Though many of us on the steering committee come from culture and media studies, we were conscious of keeping open the possibility of diverse interdisciplinary engagements with Swift,” the organizers wrote in a retrospective article about the event . Hannah McCann, senior lecturer in cultural studies at the University of Melbourne; Eloise Faichney, Ph.D., lecturer in the media and communications program at the University of Melbourne; Rebecca Trelease, Ph.D., senior lecturer at the Auckland University of Technology; and Emma Whatman, research fellow and sessional academic in gender and sexuality studies wrote in the article that their eagerness to reflect on Swift’s place in all aspects of culture resulted in panels that were, like at the Indiana University Bloomington event, widely diverse, ranging from literary studies, screen studies, publishing, and musicology to political science, economics, law, and critical race studies.

RELATED: Inside an Academic Conference About Taylor Swift

But despite both events’ wide range of discussions and strong interest from scholars, each conference sparked debate about the legitimacy of covering a non-traditional, seemingly frivolous topic in the halls of academia.

“Some assumed Swiftposium was simply a fan convention with no critical perspectives on Swift,” the Swiftposium organizers wrote. “For others, popular culture and specifically Swift is not serious enough for academic attention. Might it even be embarrassing for our universities to be associated with the pop star?” For cultural studies researchers, they said, the debate over why popular culture is worthy of academic attention has grown stale.

“We’re surprised to find that we still have to defend this space,” they wrote, adding that popular culture operates in an ever-shifting relationship with people’s ideologies, values, and emotions. “Why should we think that academia has nothing to say, or ought to have nothing to say, about major moments in popular culture, when these moments both shape and are shaped by contemporary society?”

The organizers pointed to Swift’s political and economic impact, in addition to her influence on the music industry — in September 2023, after a simple Instagram story directing her followers to Vote.org, 35,000 people registered to vote, representing a nearly 23-percent increase from the previous year, with a 115-percent increase in registrations by 18-year-olds. Meanwhile, the U.S. Travel Association believes her tour likely generated $10 billion in the U.S. last year, with fans spending an average of $1,300 in local markets to attend her show.

RELATED: When Riskies Meet Swifties

Taylor Swift performs at Chicago’s Soldier Field, where her Eras Tour sold out three shows June 2-4, 2024. (Elizabeth Doll/PCMA)

“On these topics, political scientists, economists, and musicologists have much to say,” the Swiftposium organizers wrote. The interdisciplinary space also allowed for unexpected discussions, they said, “such as how we can read Swift’s work in relation to gothic novels and autobiographical poetry, the limits of Swift’s feminist activism, her impact on #MeToo debates,” and more.

The discussions held during the event hold value both in and outside of the university setting, they wrote, noting that “using popular culture as a way into any field of study brings a new and immediate sense of relevance to students.” The event also served as a way for academic voices to reach the public sphere, they wrote, “and add critical voices to mainstream discussions.”

Likewise, Almanza defended Taylor Swift: The Conference Era’s gravitas. “The arts and humanities can be powerful tools to help us facilitate complex and critical discussions,” she told Convene . “The academic landscape does not need to be exclusive to those wanting to talk about what has been historically seen as ‘valid’ work — we can have incredible conversations about the arts and humanities around pop culture, celebrities, movies, TV shows, and fandoms. These topics can and should be valued as much as other, more traditional academic topics.”

Casey Gale is managing editor of Convene.

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Similarities between Amish and American Culture

This essay about the similarities between Amish and mainstream American cultures explores shared values like community importance, tradition, work ethic, religious freedom, and the significance of family. It highlights how these commonalities, despite the outward differences, bridge cultural divides and promote understanding within the larger framework of American society.

How it works

Despite the stark differences that appear to separate Amish culture from mainstream American society, a closer examination reveals several surprising similarities. These parallels not only shed light on the essential elements of societal and human necessities but also help debunk some widespread myths about the Amish lifestyle. In this essay, we will delve into these commonalities, showcasing how these two distinct cultural groups intersect in various and sometimes unexpected ways.

A key area where Amish and mainstream American cultures converge is in their strong emphasis on community values.

For the Amish, the community is not merely an aspect of their existence; it is the very foundation of their life and beliefs. They depend on each other for economic, social, and spiritual support, evident in activities such as communal farming and collective building projects. On the other hand, though generally more individualistic, mainstream American culture also recognizes the importance of community bonds. This is manifested through various local clubs, support groups, and civic organizations found throughout the nation. In both cultures, the prosperity and well-being of the community play a crucial role in the happiness and security of the individuals within it.

Both cultures also share a deep-seated reverence for tradition and heritage. The Amish are known for their steadfast commitment to the ways of their forebearers, shunning modern technologies and conveniences to preserve their distinct cultural identity. Conversely, while mainstream American culture embraces progress and innovation, it similarly values its historical roots. This is reflected in the observance of traditional holidays like Thanksgiving, which honors historical events, and the maintenance of historical sites that celebrate America’s rich history.

The ethic of hard work is a principle deeply ingrained in both the Amish and mainstream American cultures. The Amish exemplify this through their rigorous agricultural work and meticulous craftsmanship, which demand long hours of physical labor and careful attention to detail. In contrast, the ethos of the American Dream is fundamentally tied to the notion that diligence and hard work are the keys to personal success and improvement. Both cultures commend diligence and responsibility, considering them virtues that enhance individual character and societal strength.

Furthermore, both the Amish and mainstream Americans highly value the principle of religious freedom. The Amish community’s very existence in the United States is predicated on the freedom to practice their religious beliefs without external interference. This mirrors the broader American ethos of religious tolerance, a foundational principle embedded in the U.S. Constitution that ensures individuals the freedom to worship as they choose.

Finally, family is a central pillar in both Amish and American lives. In Amish circles, families are typically large, with multiple generations often residing together, pooling resources, and providing mutual support. While American family structures tend to be smaller and less extended, the significance of family unity and the celebration of familial ties during holidays and special events are deeply entrenched values. Both cultural groups view the family as a vital support network and a primary source of identity and education.

In summary, while there are numerous visible differences between Amish and mainstream American lifestyles, their shared values in community importance, respect for tradition, work ethic, religious freedom, and family significance highlight more common ground than initially apparent. These similarities suggest that underlying human values can bridge even the most diverse cultural divides, fostering greater tolerance and understanding within the larger tapestry of American culture.

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Why the World Still Needs Immanuel Kant

Unlike in Europe, few in the United States will be celebrating the philosopher’s 300th birthday. But Kant’s writing shows that a free, just and moral life is possible — and that’s relevant everywhere.

Credit... Illustration by Daniel Barreto

Supported by

By Susan Neiman

The philosopher Susan Neiman is the director of the Einstein Forum in Potsdam, Germany.

Published April 17, 2024 Updated April 18, 2024

When I arrived in Berlin in 1982, I was writing a dissertation on Kant’s conception of reason. It was thrilling to learn that the apartment I’d sublet turned out to be located near Kantstrasse, though at the time I wondered in frustration: Why was there no James Street — Henry or William — in the Cambridge, Mass., I’d left behind; no streets honoring Emerson or Eliot? Were Americans as indifferent to culture as snooty Europeans supposed? It didn’t take long before I, too, could walk down Kantstrasse and turn right on Leibniz without a thought.

It’s harder to ignore the way Germany, like other European nations, sets aside entire years to honor its cultural heroes. This century has already seen an Einstein Year , a Beethoven Year , a Luther Year and a Marx Year , each commemorating some round-numbered anniversary of the hero in question. Federal and local governments provide considerable sums for events that celebrate the thinkers in question and debate their contemporary relevance.

Years before Immanuel Kant’s 300th birthday on April 22, 2024, the Academy of Science in Berlin, to which he once belonged, organized a conference to begin preparations for his tercentennial. A second conference published a report of the proceedings, but when I urged colleagues to use the occasion to create programs for a wider audience, I was met with puzzled silence. Reaching a wider audience is not a talent philosophy professors normally cultivate, but conversations with other cultural institutions showed this case to be especially thorny.

It wasn’t just uneasiness about celebrating “another dead white man,” as one museum director put it. The problems became deeper as the zeitgeist changed. “ Immanuel Kant: A European Thinker ” was a good title for that conference report in 2019, when Brexit seemed to threaten the ideal of European unification Germans supported. Just a few years later, “European” has become a slur. At a time when the Enlightenment is regularly derided as a Eurocentric movement designed to support colonialism, who feels comfortable throwing a yearlong birthday party for its greatest thinker?

Nonetheless, this year’s ceremonies will officially commence on April 22 with a speech by Chancellor Scholz and a memorial lunch that has taken place on the philosopher’s birthday every year since 1805. Two days earlier, President Frank-Walter Steinmeier of Germany will open an exhibit at the presidential palace devoted to Kant’s writing on peace.

The start of the year saw special Kant editions of four prominent German magazines. A Kant movie made for television premiered on March 1, and another is in production. Four exhibits on Kant and the Enlightenment will open in Bonn, Lüneburg, Potsdam and Berlin. The conferences will be numerous, including one organized by the Divan, Berlin’s house for Arab culture.

But why celebrate the Kant year at all?

The philosopher’s occasional autobiographical remarks provide a clue to the answer. As the son of a saddle maker, Kant would have led a workman’s life himself, had a pastor not suggested the bright lad deserved some higher education. He came to love his studies and to “despise the common people who knew nothing,” until “Rousseau set me right,” he wrote. Kant rejected his earlier elitism and declared his philosophy would restore the rights of humanity — otherwise they would be more useless than the work of a common laborer.

Chutzpah indeed. The claim becomes even more astonishing if you read a random page of his texts. How on earth, you may ask, are human rights connected with proving our need to think in categories like “cause” or “substance?” The question is seldom raised, and the autobiographical remarks usually ignored, for traditional readings of Kant focus on his epistemology, or theory of knowledge.

Before Kant, it’s said, philosophers were divided between Rationalists and Empiricists, who were concerned about the sources of knowledge. Does it come from our senses, or our reason? Can we ever know if anything is real? By showing that knowledge requires sensory experience as well as reason, we’re told, Kant refuted the skeptics’ worry that we never know if anything exists at all.

All this is true, but it hardly explains why the poet Heinrich Heine found Kant more ruthlessly revolutionary than Robespierre. Nor does it explain why Kant himself said only pedants care about that kind of skepticism. Ordinary people do not fret over the reality of tables or chairs or billiard balls. They do, however, wonder if ideas like freedom and justice are merely fantasies. Kant’s main goal was to show they are not.

The point is often missed, because Kant was as bad a writer as he was a great philosopher. By the time he finishes proving the existence of the objects of ordinary experience and is ready to show how they differ from ideas of reason, the semester is nearly over. Long-windedness is not, however, the only reason his work is often misinterpreted. Consider the effects of a bad review.

Had Kant died before his 57th birthday, he’d be remembered by a few scholars for some short, early texts. He withdrew from writing them in 1770 to conceive and compose his great “Critique of Pure Reason .” After what scholars call his “silent decade,” Kant pulled the text together in six months and finally published in 1781. For a year and a half, Kant waited for responses. When one finally appeared, it was a hatchet job accusing him of being a Berkeleyan solipsist: someone who denies the existence of ordinary objects.

Any author can imagine Kant’s dismay, and most likely his rage. In haste to refute the distortion of his life’s work, Kant wrote a second edition of the “Critique of Pure Reason,” and more fatefully, the “Prolegomena .” Since the latter is much shorter than the main book, it’s read far more often, and this has skewed the interpretation of Kant’s work as a whole. If the major problem of philosophy were proving the world’s existence, then Kant surely solved it. (Richard Rorty argued that he did, and that philosophy has little more to offer.)

In fact Kant was driven by a question that still plagues us: Are ideas like freedom and justice utopian daydreams, or are they more substantial? Their reality can’t be proven like that of material objects, for those ideas make entirely different claims on us — and some people are completely impervious to their claims. Could philosophy show that acting morally, if not particularly common, is at least possible?

A stunning thought experiment answers that question in his next book, the “Critique of Practical Reason .” Kant asks us to imagine a man who says temptation overwhelms him whenever he passes “a certain house.” (The 18th century was discreet.) But if a gallows were constructed to insure the fellow would be hanged upon exiting the brothel, he’d discover he can resist temptation very well. All mortal temptations fade in the face of threats to life itself.

Yet the same man would hesitate if asked to condemn an innocent man to death, even if a tyrant threatened to execute him instead. Kant always emphasized the limits of our knowledge, and none of us know if we would crumble when faced with death or torture. Most of us probably would. But all of us know what we should do in such a case, and we know that we could .

This experiment shows we are radically free. Not pleasure but justice can move human beings to deeds that overcome the deepest of animal desires, the love of life. We want to determine the world, not only to be determined by it. We are born and we die as part of nature, but we feel most alive when we go beyond it: To be human is to refuse to accept the world we are given.

At the heart of Kant’s metaphysics stands the difference between the way the world is and the way the world ought to be. His thought experiment is an answer to those who argue that we are helpless in the face of pleasure and can be satisfied with bread and circuses — or artisanal chocolate and the latest iPhone. If that were true, benevolent despotism would be the best form of government.

But if we long, in our best moments, for the dignity of freedom and justice, Kant’s example has political consequences. It’s no surprise he thought the French Revolution confirmed our hopes for moral progress — unlike the followers of his predecessor David Hume, who thought it was dangerous to stray from tradition and habit.

This provides an answer to contemporary critics whose reading of Kant’s work focuses on the ways in which it violates our understanding of racism and sexism. Some of his remarks are undeniably offensive to 21st-century ears. But it’s fatal to forget that his work gave us the tools to fight racism and sexism, by providing the metaphysical basis of every claim to human rights.

Kant argued that each human being must be treated as an end and not as a means — which is why he called colonialism “evil” and congratulated the Chinese and Japanese for denying entry to European invaders. Contemporary dismissals of Enlightenment thinkers forget that those thinkers invented the concept of Eurocentrism, and urged their readers to consider the world from non-European perspectives. Montesquieu put his criticisms of French society in the mouths of fictitious Persians; Lahontan attacked European politics through dialogues with a Native American.

At a time when the advice to “be realistic” is best translated as the advice to decrease your expectations, Kant’s work asks deep questions about what reality is. He insisted that when we think morally, we should abstract from the cultural differences that divide us and recognize the potential human dignity in every human being. This requires the use of our reason. Contrary to trendy views that see reason as an instrument of domination, Kant saw reason’s potential as a tool for liberation.

He also argued that political and social relations must aim toward justice rather than power, however often those may be confused in practice. We’ve come to better understand how racism and sexism can preclude genuine universalism. Should we discard Kant’s commitment to universalism because he did not fully realize it himself — or rather celebrate the fact that we can make moral progress, an idea which Kant would wholeheartedly applaud?

In Germany, it’s now common to hear that the Enlightenment was at very best ambivalent: While it may have been an age of reason, it was also an age of slavery and colonialism. This argument ignores the fact that, like progressive intellectuals everywhere, Enlightenment thinkers did not win all their battles. It also neglects the fact that they fought for them anyway, despite the risks of censorship, exile and even death.

Significantly, many contemporary intellectuals from formerly colonized countries reject those arguments. Thinkers like the Ghanaian Ato Sekyi-Otu, the Nigerian Olufemi Taiwo, the Chilean Carlos Peña, the Brazilian Francisco Bosco or the Indian Benjamin Zachariah are hardly inclined to renounce Enlightenment ideas as Eurocentric.

The problem with ideas like universal human rights is not that they come from Europe, but that they were not realized outside of it. Perhaps we should take a lesson from the Enlightenment and listen to non-Western standpoints?

Arts and Culture Across Europe

Our theater critics and a reporter discuss the big winne r — Andrew Lloyd Webber’s “Sunset Boulevard” — and the rest of the honorees at this year’s Olivier Awards .

New productions of “Macbeth” and “Hamlet” in Paris follow a French tradition of adapting familiar works . The results are innovative, and sometimes cryptic.

The internet latched on to 16-year-old Felicia Dawkins’ performance as The Unknown at a shambolic Willy Wonka-inspired event . Now she’s heading to a bigger and scarier stage in London.

When activists urged Tate Britain in London to take an offensive artwork off its walls, the institution commissioned Keith Piper to create a response instead. The result recently went on display.

The new National Holocaust Museum in Amsterdam has been in the works for almost 20 years. It is the first institution to tell the full story of the persecution of Dutch Jews during World War II.

At a retrospective of John Singer Sargent’s portraits in London, where the American expatriate fled after creating a scandal in Paris, clothes offer both armor and self-expression .

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Peacock’s ‘The Tattooist of Auschwitz’ tackles a Holocaust love story based on real events

( JTA ) — A Holocaust romance, sparked when a prisoner at Auschwitz-Birkenau is forced to tattoo a number on another prisoner’s arm and they fall in love at first sight, sounds almost implausibly uplifting for a story set in a concentration camp.

But “The Tattooist of Auschwitz,” a new television series , is based on two Slovakian Jewish prisoners — Lali Sokolov and Gita Furman — who really did meet at Auschwitz, survive, marry and move to Australia together after the war. The six-part drama premiering May 2 on Peacock and Sky draws from a 2018 novel of the same name by Heather Morris, who interviewed Sokolov over three years before his death in 2006.

“It’s what drew me in, when I read the book a few years ago — that something like this could happen was so surprising,” Jonah Hauer-King , who plays young Lali at Auschwitz, told the Jewish Telegraphic Agency. “Any kind of love at first sight is surprising, let alone in a context like this.”

Alongside Hauer-King, known for his role as Prince Eric in Disney’s live-action “The Little Mermaid,” Academy Award nominee Harvey Keitel plays Lali’s older counterpart in his late 80s, recounting his experiences to Morris (Melanie Lynskey) from his home in Melbourne shortly after Gita (Anna Próchniak) has died.

Directed by Tali Shalom-Ezer and executive produced by Claire Mundell, the series will also feature an end-title song by the legendary Jewish artist and EGOT holder Barbra Streisand. “Love Will Survive” is Streisand’s first recording for a TV series, set to release on April 25 ahead of the series premiere.

“Because of the rise in antisemitism around the world today, I wanted to sing ‘Love Will Survive’ in the context of this series, as a way of remembering the six-million souls who were lost less than 80 years ago,” Streisand said in her announcement . “And also to say that even in the darkest of times, the power of love can triumph and endure.”

“The Tattooist of Auschwitz” joins a crop of World War II-period TV series inspired by buzzy bestselling novels. Hulu recently launched “We Were the Lucky Ones,” based on Georgia Hunter’s 2017 novel about her Jewish family’s dispersion across the world. And in just the past year, Netflix adapted “All the Light We Cannot See” from Anthony Doerr’s 2014 war novel and aired “Transatlantic ,” about Varian Fry’s mission to rescue Holocaust refugees, based on Julie Orringer’s 2019 book “The Flight Portfolio.”

Harvey Keitel plays the elderly Lali Sokolov, depicted here in his Melbourne apartment, in “The Tattooist of Auschwitz. (Martin Mlaka/Sky UK)

Like the other networks, Peacock has billed its series as “inspired by the real-life story,” with the added interest of a real-life romance “in the most horrific of places.” But preserving the authenticity of Lali’s story in a TV show, based on a novel that fictionalized his testimony 12 years after his death, comes with a new set of challenges — especially when the novel was critiqued for inaccurately portraying life in Auschwitz.

Morris’s “The Tattooist of Auschwitz” raised eyebrows from the Auschwitz Memorial in 2018, which said the book “cannot be recommended as a valuable position for those who wish to understand the history of the camp” and is “almost without any value as a document.”

A report from Wanda Witek-Malicka of the Auschwitz Memorial Research Center said the book’s “based-on-facts” marketing, combined with its international success — selling over 12 million copies with translations into more than 40 languages — raised concern that many readers might treat it as a historical source on the realities of Auschwitz, despite several errors and misleading representations.

These inaccuracies include the number that Lali was forced to tattoo on Gita’s arm in the story’s pivotal scene. In the book, she is branded with the number 34902, but Gita herself said in a testimony to the USC Shoah Foundation that her number was 4562, a claim supported by evidence from the Auschwitz Memorial.

Witek-Malicka also disputed a plot line in which Lali obtains penicillin for Gita’s typhus in January 1943, saying this event was “impossible” because penicillin only became readily available after the war. Elsewhere, the book depicts a revolt by the “Sonderkommando,” predominantly Jewish prisoners who were forced to work in the gas chambers and crematoriums. Though the Sonderkommando did revolt at Auschwitz in 1944 and set fire to one crematorium, the book says they blew up two.

The sexual relationship between an SS commander and a Jewish prisoner in the book also raised questions for Witek-Mailcka, who said the possibility of such a long-term relationship was “non-existent.” She also pointed out that the building where the characters supposedly rendezvoused was only completed in January 1945 and never put into use.

Meanwhile, Lali’s son Gary told the New York Times he was bothered to see his father’s name misspelled “Lale” in the book.

Some of these inaccuracies have been corrected in the TV series, which depicts Gita’s original number and corrects the spelling of Lali’s name. But Shalom-Ezer told JTA that she relied heavily on the judgment of Morris, who worked as a story consultant for the show.

Author Heather Morris and actress Melanie Lynskey attend the Gala Screening of Sky Original “The Tattooist Of Auschwitz” at BAFTA on April 9, 2024 in London. (Dave Benett/Getty Images for Sky)

“Heather devoted her life to this,” Shalom-Ezer told JTA. “I’m not just talking about the last three years of Lali’s life, when she spent three times a week sitting with him for hours, listening to his story — all the 11 years it took her to find a publisher for the book and even later, she just devoted herself to this. So I felt confident enough that I believe her, that she’s trying to tell us the story in the most genuine way she can, as close as possible to his truth.”

Morris herself has said that she did not aim to write an academic historical account, only to share Lali’s memories of his life.

“It is Lali’s story,” she told the New York Times in 2018. “I make mention of history and memory waltzing together and straining to part, it must be accepted after 60 years this can happen but I am confident of Lali’s telling of his story, only he could tell it and others may have a different understanding of that time but that is their understanding, I have written Lali’s.”

In its TV form, “The Tattooist of Auschwitz” nods to the fickle nature of memory, particularly the memory of a traumatized person. Sometimes the viewer sees one version of events — for example, Lali discovering that a younger friend was selected for the gas chamber at random — and then the older Lali remembers a different story, in which his own number was on that selection list, only changed to his friend’s after the Nazis employed Lali as a tattooist.

The character Lali shares some of these revisions with the character Morris. Others come to him after she has left, when he is alone and haunted by the dead who occupy his kitchen at night. The series shows Lali talking to these ghosts, bargaining with his memory and making deals with the guilt of survival.

“I think that this is the nature of trauma, it creates a kind of dissociation from what happened so you cannot really remember it correctly,” said Shalom-Ezer. “So the team and I, we thought that this is the most authentic way to portray a man with a trauma that for the first time is trying to share his story with someone.”

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The Nevele Country Club Stardust Room in Ellenville, New York, seen while the hotel was still in operation. (Catskills Borscht Belt Museum)

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Rachel Goldberg-Polin, Alex Edelman among Jews on Time’s 2024 ‘Most Influential’ list

The exterior of the Israeli pavilion at the Venice Biennale, covered with a pro-ceasefire protest message, with a soldier standing guard

Israel’s representative at Venice Biennale shuts down art exhibit, demanding ceasefire and hostage deal

Guernica’s founder defends retracting Israeli coexistence essay that caused firestorm

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Understanding Academic Culture
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Google Scholar
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