Although recent research has consistently demonstrated the benefits of multicultural experience for individual-level creativity, its potential advantages for collective creativity in culturally diverse teams have yet to be explored. We predicted that multicultural experience among members of a collective would enhance joint creativity in a superadditive fashion. Using a two-step methodology tha...

Koreans believe that they form a nation, a “race,” and an ethnic group that shares a unified bloodline and distinct culture [1]. However, South Korea is becoming an increasingly multiethnic or multicultural society [2]. Foreign-born individuals accounted for 3.4% of the Korean population in 2015, and the percentage of foreigners in Korea is increasing yearly [2]. The number of naturalized citiz...

Multicultural education encompasses theories and practices that strive to promote equitable access and rigorous academic achievement for students from all diverse groups, so that they can work toward social change. As a process of educational reform in PK-12 schools, higher education, and increasingly in out-of-school contexts, multicultural education challenges oppression and bias of all forms...

A longitudinal study found that the psychological approach individuals take when immersed in a general multicultural environment can predict subsequent career success. Using a culturally diverse sample, we found that ‘‘multicultural engagement’’—the extent to which students adapted to and learned about new cultures—during a highly international 10-month master of business administration (MBA) p...

In this paper I discuss the relationship between theories of identity and making practices in secondary art and design. Of particular interest is the way students are invited to explore identities in relation to a sense of self and the extent to which this is informed by schools’ concern to make diversity visible through multicultural celebration thus framing and possibly limiting exploration. ...

The didactic thesis of this paper is that web-supported learning tools (Schwartz et al., 2003) have to facilitate BLOCKINintercultural BLOCKINunderstanding. This paper's approach suggests that deeper dialogue-induced cognition in Dewey's sense (Berding, 1999) can enhance interparadigmatic understanding, civilisational evolution and mul-ticultural education towards democratisation (Purnendu & Tr...