The MTPD fosters awareness about national identity, as a cohesive whole, provides contexts and the impact these have on one’s role in the society. For example, the functioning of marginalized communities. We are educating students, addressing cultural differences, making clear that we share universal rights and dignity no matter where we are from, by emphasizing that one cannot explain away injustices by cultural relativism.
This paper discusses the cultural difference between Netherlands, France and China as an example for how an international school faces intercultural communication.
Navigating Intercultural Dynamics in Team Management.
Overview The following publication is related to cultural miscommunication and how the organization, being the within an International University, finds lasting solutions to mitigate any
This case model is based on the interview of a school, situated in the Netherlands, that teaches Dutch as a second language. At the school, many people from different cultures come together on a daily basis and learn Dutch. Most people come from Iran, Syria, or Turkey.
Syrian immigrants and refugees that identify as transgender, intend to undergo a gender transition and have sex reassignment surgery (SRS) often choose the Netherlands as their destination.
A group of four students, two from Amsterdam University of Applied Sciences and Kozminski University in Warsaw Poland conducted an interview with a female Palestinian English teacher at an international school in Brazil. The interview was investigating the impact of culture in Brazil within the educational setting. The teacher is Palestinian, however lives in Brazil – a country with a high level of Power Distance and a low level of Individualism.
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