Abstract
In this chapter, we exemplify our methodological approach to analysing ‘densities’ of interrelated concepts in European education policy documents. We scrutinize instances where many of the core concepts of intercultural dialogue appear in the documents at the same time. Four core educational themes and four longer excerpts from the selected policy documents are examined in more detail. The chosen documents deal especially with multilingualism, migration, history teaching, and lifelong learning. The analysis of the conceptual densities in the chosen excerpts indicates how the meanings of intercultural dialogue are constructed through the conceptual frameworks and co-occurrences of their core concepts in the documents, rather than through explicit definitions of the concept of intercultural dialogue itself.
Highlights
In this chapter, we exemplify our methodological approach to analysing ‘densities’ of interrelated concepts in European education policy documents
The most common contexts in which intercultural dialogue appears in our data include multilingualism, history teaching, and immigration
When it is approached in our data through the contexts of linguistic diversity and multilingualism (e.g. CofEC 2008b), the idea of intercultural dialogue is framed through the themes of language learning and linguistic diversity and dialogue between cultures
Summary
Our first longer excerpt is from the European Commission’s 2005 communication, the New Framework Strategy for Multilingualism. Openness towards other cultures and respect for linguistic diversity imply that intercultural dialogue is inherent in the concept of multilingualism This reflects the Council of Europe’s White Paper (CofE 2008b, 10–11) in which intercultural dialogue is defined as resting upon an “open and respectful exchange of views between individuals, groups with different ethnic, cultural, religious and linguistic backgrounds and heritage on the basis of mutual understanding and respect”. This meaning is highlighted in the Commission’s 2008 communication on multilingualism: “Languages define personal identities, but are part of a shared inheritance They can serve as a bridge to other people and open access to other countries and cultures, promoting mutual understanding” (CofEC 2008b, 3). Multilingualism—and intercultural dialogue as belonging to it—is considered advantageous in a globalized world, as it is argued that “a successful multilingual policy can strengthen life chances of citizens: it may increase their employability, facilitate access to services and rights and contribute to solidarity through enhanced intercultural dialogue and social cohesion” (CofEC 2008b, 3)
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