In-depth Cultural Studies in Multicultural Group

Gunta Siliņa-Jasjukeviča 1  and Ilze Briška 1
  • 1 Riga Teacher Training and Educational Management Academy, Latvia


There is much research and educational practices at all levels of education on how to deal with promoting acceptance and understanding between different cultures. A cultural study forms an important part of shaping intercultural understanding. The aim of the research is to analyze an innovative way of incorporating cultural studies in teacher education program from the perspective of encouraging multinational students to reveal common values within diverse manifestations of different cultures. The present article describes a qualitative study of multinational students’ experiences in international project related to the learning about Nordic and Baltic cultural traditions. In the conclusion of the article, the efficiency of the structure of content and the process of in-depth cultural studies are analyzed. The discussion contains problems for further research of this topic.

If the inline PDF is not rendering correctly, you can download the PDF file here.

  • Benett, T., Grosberg, M., & Williams, R. (2005). New keywords: a revised vocabulary of culture and society. Malden, MA: Blackwell Pub.

  • Brandt, R. & McBrien, J. L. (1997). The language of learning: a guide to education terms. Alexandria, VA: Association for Supervisions & Curriculum Development.

  • Cutanda, G. A; Murga-Menoyo, M. A. (2014). Analysis of mythical-metaphorical narratives as a resource of education in the principles and values of sustainability. Journal of Teacher Education of Sustainability, 16(2), 18–38.

  • Dabrowski, K. (1967). Personality shaping through positive disintegration. Boston: Little Brown.

  • Dahlgren, L. O. & Szczepinski, A. (1998). Outdoor education. Literary education and sensory experience. Linkoping: Kinda Education Center.

  • Dewey, J. (1979). Art as experience. New York: A Paragon Book.

  • Farr, S. (2010). Teaching as leadership: the highly effective teacher’s guide to closing the achievement gap. San-Francisco: Jossey-Bass.

  • Gay, G. (1994). A synthesis of scholarship in multicultural education. North central regional educational laboratory. Urban education program. Retrieved January 5, 2016, from

  • Geertz, C. (1973). The interpretation of cultures. New York: Basic Books.

  • Griffin, C., Holford, J. & Jarvis, P. (2003). The theory & practice of learning. London: Kogan page.

  • Grossberg, L. (2010). Cultural studies in the future tense. Durham, New York: Duke University Press.

  • Hanley, J. (1999). Beyond the tip of the iceberg. Five stages toward cultural competence. Reaching today’s youth, 3(2), 9–12.

  • Helds, J. (2006). Mācīšanās kā konstruktīvs un sistēmisks jēdziens. [Learning as systemic and constructivistic concept]. No zināšanām uz kompetentu darbību. LU: Akadāmiskais apgāds, 31–35.

  • Huber G. L. & Gürtler, L. (2004). AQUAD6. Ingeborg: Huber Verlag.

  • Jonassen, D. H. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of 217 instructional theory. (pp. 215–239) Volume II, Mahwah, NJ: Lawrence Erlbaum Associates.

  • Kolb, D. A. (1984). Experiential learning: experience as the source of learning and development. NY: Englewood Cliffs.

  • Kron, F. W. (2004). Grundwissen didaktik. [General Didactics] Basel, Minhen: Ernst Reinhard Verlag.

  • Mayring, P. (2007). On generalization in qualitatively Oriented Research. Forum Qualitative Sozialforschung [Forum: Qualitative social research], 8(3), Art. 26. Retrieved January 25, 2016, from

  • Rancāne, A., Siliņa-Jasjukeviča, G. & Briška, I. (2014). Saules gads. Ziemassvētki. [Solar year. Winter Solstice]. Rīga: Madris.

  • Rode, O. (2013). Educational and psychological aspects of environmental awareness and a sense of belonging. Discourse and Communication for Sustainable Education, 4, 67–79.

  • Rodman, G. B. (2015). Why cultural studies? Malden, MA: Wiley Blackwell.

  • Saldana, J. (2012). The coding manual for qualitative researchers. 2nd Edition. London: SAGE Publications Ltd.

  • Shustermann, R. (2002). Surface and depth. Dialectic of criticism and culture. Ithaca, New-York: Cornell University Press.

  • Šwitała, E. (2015). Teachers values related to sustainable development in Polish and Latvian secondary schools. Discourse and Communication for Sustainable Education, 6, 67–79.

  • Welsch, W. (1996). Grenzgänge der ästhetik. [Border crossings of aesthetics] Stuttgart: Reclam.

  • Vidnere, M. (1997). Ar asarām tas nav pierādāms. [With tears it cannot be proved]. Rīga: LU.

  • Baiburin, A. K. (1993). Ритуал в традиционной культуре. Структурно семантический анализ восточно славянских обрядов. [Ritual in traditional culture. Structurally semantic analysis of the eastern Slavic rites]. Saint-Petersburg: Science Publisher.

  • Bykova, E. V. (2000). Традиция как способ формирования и функционирования народной культуры. Народная культура в современных условияx [Tradition as a way of formation and functioning of the ethnic culture. Traditional culture in the modern condition]. Moscow: Russian Institute of Cultural Research.

  • Filatova, E. A. (2012). Праздник как единство игры и культуры [Feast as an unity of game and culture]. Вестник Челябинского университета. Философия. Социология. Культурология. [Bulletin of the University of Chelyabinsk. Philosophy. Sociology. Culturology], 35(289), 108–112.

  • Lavrenova, O. A. (2010). Пространства и смыслы: Семантика культурного ландшафта [Spaces and meanings: The semantics of the cultural landscape]. Moscow: Institute of Heritage.

  • Toporov, V. N. (1980). Праздник [Celebration]. Мифы народов мира: Энциклопедия [Myths of the world: an encyclopedia]. Moscow: Science, 329–331.


Journal + Issues