Intercultural Concepts Research Articles

Managing diversity: is Australia bucking the postmulticulturalist trend or on its way to embrace interculturalism?

At a time when multiculturalism as an approach to managing diversity in society has been declared a failed policy in many western countries, Australia still seems committed to the approach as evidenced in public discourse and government declarations. The concept of interculturalism— promoted as a more appropriate approach to dealing with diversity in other parts of the world such as Europe and Canada—seemingly has no place in the Australian context. However, changes in the understanding of the concept, its application and degrees of commitment to it can also be observed in Australia. Not only has the meaning and execution of multiculturalism changed considerably over the years, there has also been vigorous debate and backlash, embodied in the political arena, by the (re) emergence of parties, and more recently, a variety of groupings with a nationalistic and/or nativist focus. More generally, a hardened attitude in public discourses concerning migration, social cohesion and national identity has developed over the last two decades. In the context of these developments, this article will trace the evolution of the Australian concept of multiculturalism and its concrete application focussing on the changes of the last two decades. A comparison of Australia’s purportedly unique type of multiculturalism and concept(s) of interculturalism to explore whether Australia’s nation-building project is indeed distinct from other countries’ diversity experience, or whether there is a place for interculturalism in Australia in an era of increasing mobility will conclude the article.

Reflection of Intercultural Concepts in the Work “Baburnama”

The main purpose of this article is to define intercultural concepts in one of the most ancient monuments of Turkic culture work “Baburnama”, written by Zakhiriddin Muhammad Babur. This article describes the understanding of the term “intercultural concept” and its main features with characteristics. Intercultural concepts usually represented by words in the national and cultural semantics, occupy an actual place in the linguistic picture of the world, contributing to the study of its ethical and mental identity in the minds of native speakers. The research objects are intercultural concepts in the text “Baburnama” as the most important components of Central Asian peoples’ national culture. We clarified the artistic and intercultural concepts based on the research works of domestic and foreign linguists’ opinions. The relevance of addressing intercultural concepts study in the text “Baburnama” is due to insufficient research of intercultural concepts, which are reflecting various important social and spiritual phenomena in the life of Central Asian people for a long time.

Discourse Analysis for Intercultural Competence Development

This article aims to explicate the connection between discourse analysis and interculturality in intercultural-communication education. Although communication researchers and students have been using discourse analysis as a method to investigate conversations in intercultural situations for decades, interculturality as a concept has been largely untapped in analysis and applications. Drawing from interdisciplinary insights, this article will discuss how the concept of interculturality and the lens of discourse analysis contribute to the study and teaching of intercultural communication. As examples, two different types of intercultural-communication courses serve to illustrate how educators can apply discourse analysis to facilitate development of intercultural competence. Learning outcomes of the two tested courses indicate that cultural discourse analysis, along with critical discourse analysis and ethnography of speaking, promises to be a useful pedagogical approach for facilitating the development of the competence required for dealing with interculturality.

Different reproduction codes as a cause of institutional discrimination against certain milieus of migrant children

Racism is often attributed to prejudice. Pedagogical approaches thus seek to tackle such prejudices or stereotypes. In contrast, the concept of institutional discrimination relies on the thesis that racism is not limited to prejudices and cannot therefore be overcome by concepts of interculturality and diversity. The objective is to show that the concept and its systems-theoretical and empirically substantiated further development by Gomolla and Radtke (2009), which has significantly influenced the discussion in Germany, does not take different modes of learning related to specific ways of life into consideration to a sufficient extent. To this end, the theory of reproduction codes, which is considered to offer a wider range of explanations than prominent habitus theories, but is as yet little known, are used to discuss an alternative interpretation of Gomolla and Radtke’s (2009) empirical findings, also due to the fact that, in contrast to Luhmann’s theory, it develops a dialectical-materialistic concept of code. This then enables the development of perspectives with regard to a non-exclusionary community.

UTICAJ ELEMENATA INTERKULTURNOSTI I INTERKULTURNOG OBRAZOVANjA NA RAZVOJ INTERKULTURNE OSVEŠĆENOSTI I FORMIRANjE LIČNOSTI UČENIKA NOVOPAZARSKIH ŠKOLA

The goal of the analysis is to confirm the hypothesis that the elements of interculturalism and intercultural education influence the development of intercul- tural awareness and the formation of the overall personality of students in schools оf Novi Pazar. In a survey conducted in October of the school year 2020/21. 83 students participated in Novi Pazar primary and secondary schools (43 primary school stu- dents and 40 secondary school students). The research was conducted by surveying students of Novi Pazar schools, in which case the survey consisted of closed and open questions, and examined students’ attitudes about the concept of interculturality and intercultural education, where we by quantitatively-qualitative analysis confirm our initial hypotheses that interculturality and intercultural education affect the cultural awareness of students, their generation of attitudes, which lead to the development of the overall personality of students, their acceptance of cultural differences, anti- discriminatory behavior, tolerance and mutual dialogue.

The Role of Cultural and Creative Industries Sector for Post-COVID Recovery

Cultural and Creative Industries (CCIs) have been intensively studied within the last decades due to their high economic growth potential and positive impact on innovation. In recent years, research shows increasing efforts to unfold CCIs’ potential for innovation partnerships in cross-sectoral cooperation with traditional companies. This classical role of CCI has been discussed in the new context in the frame of COVID-19. Here, the CCI sector itself had to find other channels to meet their clients, but besides that, an extended role of the CCI sector for post-COVID recovery is debated by several key players, including OECD. The paper analyses the current socio-economic situation that is still shadowed by the ongoing COVID pandemic and discusses sustainable and inclusive growth paths of a post-COVID recovery driven by creativity concepts. The Baltic Sea Region (BSR) as the first macro-region with its own macro-regional strategy and its strong innovation power, domination of SME sector, low population density, its heterogeneous business structures resulting from its characteristic mixture of old and new EU Member States can be considered as a test lab for the whole Europe. From the CCI perspective, its long Hanse history that generated a common Baltic identity opens the opportunity to deploy common cultural approaches for successful inter-cultural recovery concepts.

Heritage and interculturality in EU science diplomacy

In recent years, culture and heritage have explicitly entered into science diplomacy debates and initiatives within the EU system and in EU’s foreign policy. For EU’s external relations heritage offers opportunities for developing partnerships based on shared, entangled histories but also challenges posed by dealing with difficult pasts of domination and colonialism. The paper, therefore, presents a new conceptual model for European science diplomacy that can enable more equitable ways of dealing with colonial heritage in relations between EU countries and partners outside Europe. It does so by combining recent literature on science diplomacy, heritage diplomacy, decolonial thinking, and on the concepts of interculturality. We argue that to engage successfully with colonial legacies and heritage, the concept of science diplomacy needs to be developed from a traditional “diffusionist” understanding towards a dialogical approach, which is epismologically open and acknowledges the inequalities in global knowledge production. In the second part of the paper, the practical implications of the theoretical framework are fleshed out in a discussion of three cases involving colonial heritage: The Tendaguru Fossil Collection, the Royal Museum for Central Africa in Brussels, and the work of Canadian indigenous artist Sonny Assu.

Filosofia da Educação: multiculturalismo e interculturalismo

O texto, primeiramente, define e distingue os conceitos de multiculturalismo e de interculturalidade. Em seguida, relata situações de destruição das culturas e territórios “capixabas” (do estado do Espírito Santo/Brasil) pela ação de empresas multinacionais. Finalmente, ilustra a iniciativa educacional da Pedagogia da Alternância, didaticamente assentada na valorização das culturas locais. Nessas escolas ensina-se que é possível uma dialética diferente entre a cultura local e o saber globalizado. Tais escolas, atualmente, existem em 21 Estados da Federação.

Influence of an Intercultural Factor on the Formation of Sociocultural Capital of a Polyethnic City

The ideas of managing cultural diversity in the modern world are embodied primarily in the concepts of multiculturalism and interculturalism. Multiculturalism can be defined as ideology, politics and social discourse, which recognizes the legitimacy and value of cultural pluralism, the significance of the diversity of cultural forms. In its turn, this allows to form a single sociocultural space based on the tolerant coexistence of traditional ethnic or national cultures. Interculturalism is based on the dialogical paradigm of coexistence of different cultures: recognition of the heterogeneous nature of cultures, acceptance of the thesis of unity in diversity, identifying cultural diversity as a counterweight to assimilation. On the one hand, universal values create the platform of intercultural interaction within the framework of interculturalism, while on the other hand, there are civic culture and responsibility of ethnic groups for their society. Interculturalism is described as a life resource of a modern multiethnic city, a sociocultural capital that can multiply. Multiculturalism is aimed at preserving minority cultures that causes the conservation of the situation, and interculturalism provides an active and positive dialogue of different cultures with the aim of mutual enrichment. The sociological survey was held in the polycultural Ukrainian city of Melitopol, which has been applying policies and practices of interculturality since 2008. The aim is to analyse the interrelation of interculturality and sociocultural capital. The results indicate that ethnic communities are sufficiently integrated in public space and they are positively perceived by the city community. Therefore, interculturality is a significant resource of sociocultural capital accumulation which can be converted in political capital and it can consolidate a city community.

Formación de formadores en el marco de la educación intercultural: estado del arte

Este artículo presenta un estado de la cuestión acerca de la formación de formadores desde la perspectiva intercultural, como parte del resultado de un proyecto de investigación doctoral[1]. La investigación nace de la experiencia como formadora de docentes del nivel inicial, desde la que surgieron preguntas acerca de la naturaleza de los conceptos de interculturalidad y educación intercultural, las formas de apropiación y sus posibilidades educativas para la transformación de los horizontes de sentido frente a las necesidades actuales de formación de las personas. Se analizaron sesenta y dos documentos, representados en artículos de revistas científicas, ya fuesen de carácter reflexivo o investigativo y libros de diferentes autores provenientes de distintos países que presentan experiencias o hacen aportes conceptuales y discusiones sobre la formación de educadores. Según el análisis realizado se encontró que: i) la emergencia de la interculturalidad y la educación intercultural obedecen principalmente a la movilización social; ii) existen al menos dos tendencias en la forma cómo se concibe y apropia la interculturalidad y la educación intercultural según el actor social que la agencie, tendencias que se encuentran en permanente tensión y iii) que las corrientes de pensamiento desde las cuales se fundamentan las formas de hacer y pensar la interculturalidad inciden fuertemente en sus alcances políticos.

Intercultural model of the development of modern cities: a conceptual analysis

The article presents a conceptual analysis of the intercultural model of development of modern cities, with an emphasis on the selection strategy and activity of axiological approach to developing models of modernization of a modern city, marked specific features of urban culture - multicultural, multipolarity interests, values, needs and opportunities for groups. Revealed that about the virtualization of the social space and the introduction of information and communication technologies, which express a qualitative difference between the interaction of the urban population as a unit of sociocultural stratification of the culture of a particular regional community, are determined by particularly significant factors influencing the formation of the modern sociocultural space of a multi-ethnic city. The tendencies of participation in the formation of the sociocultural space of Ukrainian cities by wide circles of the public with the active and consistent participation of citizens in exercising control over cultural policy are characterized and organizational conditions for sustained feedback from the public and authorities. The theoretical and methodological foundations of the practice of sociological support of the development processes of multi-ethnic Ukrainian urban communities in the context of the implementation of the European intercultural strategy are considered. The emphasis is on solving the problems of a sociological study of the needs of the urban community in the information environment and the complication of sociocultural relationships between the subjects of the processes of modernization of the cultural urban environment. The need for a systematic combination of sociological approaches based on the integration of the concepts of the city’s public space, the resource concept of the city, the concept of socialization, the socio-cultural capital of the city, the concepts of sociocultural identification and urban identity is stated. The author 's case was the conclusion that the processes of maintenance practices for the development of multi-ethnic Ukrainian urban communities in the context of the European strategy for intercultural indicate significant prospects of sociological studies of social and cultural development of the Ukrainian regional multicultural cities. The article emphasizes that the following areas are relevant: the development of research criteria for potentially productive sectors of the development of the sociocultural urban environment and the factors of activation of interested social groups in the context of the implementation of strategies and objectives of the concept of interculturalism.

La enseñanza de la lengua indígena y el desarrollo de la interculturalidad en las horas de clases de lengua nativa como L1 y L2 en el Perú

La educación bilingüe intercultural en el Perú no es igual. Las situaciones de aprendizaje y enseñanza de las lenguas indígenas son diferentes, así como la aplicación del concepto de la interculturalidad. Las lenguas originarias pueden encontrarse en estado de primera o de segunda lengua. Culturalmente, no se valora la diversidad cultural. El objetivo de esta investigación es analizar dos situaciones de EBI en el Perú. Para ello, se revisa las realidades del shipibo y del asháninka. Metodológicamente, se describen y comparan los contextos educativos. El trabajo concluye con priorizar la enseñanza y aprendizaje según las prioridades de cada situación sociolingüística.

Doprinos Milene Dragićević Šešić razumijevanju pojmova interkulturalnosti i transkulturalnosti

The paper analyses Milena Dragićević Šešić's contribution to understanding of the concepts of interculturalism and transculturalism in the theory and practice of cultural production in Yugoslavia, in the period from the 1980s to 2020, with a special emphasis on three important books that the author considers particularly representative for elaborating these concepts. The ways in which Milena Dragićević Šešić first introduces these concepts into Yugoslav theoretical and professional discussions, and then develops, applies and re-examines them, follows the developmental path of her overall theoretical, pedagogical and activist engagement over more than forty years of active work. The paper shows how the approach to the concept of multiculturalism and interculturalism in Milena Dragićević Šešić's works has developed through the interdisciplinarity and transdisciplinarity of her research and how it marked her approaches to cultural production, distribution and consumption, as well as her social engagement in the turbulent times in the Balkans from the twentieth to the twenty-first century.

Interculturalidad: una apuesta en la formación de los profesionales enfermeros

A pesar de que la existencia de sociedades pluriétnicas y pluriculturales no es nueva, la perspectiva de igualdad y reconocimiento ha quedado en papel, sin permear las actitudes ciudadanas. Las migraciones y la propia globalización han llevado a mayor consciencia internacional sobre la interculturalidad, enfrentando retos a nivel educativo y de atención en salud, generando regulaciones en relación a la protección y el respeto a lo diverso. El surgimiento y desarrollo del concepto de interculturalidad en la educación, permite reflexionar acerca de su importancia y papel en la formación en salud y enfermería. Se evidencia que los esfuerzos institucionales han sido insuficientes, por cuanto sigue primando la colonialidad del ser y saber, ya que aún se asumen posturas anglosajonas y europeas que entran en tensión con el contexto latinoamericano. En enfermería aún se está en camino de forjar interculturalidad, siendo importante incluir la temática en la formación de los profesionales, que contribuya a la construcción de un cuidado propio. La propuesta de este artículo es abordar la noción de interculturalidad desde la educación y la salud, para repensar epistemológicamente otra mirada en la formación de profesionales en enfermería.

¿Es posible la interculturalidad en contextos multiculturales o solo es un concepto de moda? ¿Cómo se vive desde la educación superior?

El tema de la Interculturalidad ha significado un desafío para la educación superior en América Latina, sobre todo en contextos pluriculturales. Este ensayo pretende hacer un acercamiento a algunos elementos esenciales que causan conflictos entre los pueblos al momento de implementar políticas interculturales y que son esenciales para la realización de esta. Se realizó una revisión de documentos existentes, al igual que experiencias vivenciales. Los resultados están limitados a evidenciar que en realidad la construcción de relaciones de confianza y respeto son complicados, cuando los intereses personales son los que priman y cómo se termina obstaculizando el desarrollo de los pueblos y la vida en armonía, considerando las jerarquías que existen entre los diferentes pueblos y de que vitales son los espacios de diálogos y respeto mutuo, para encontrar un punto medio que beneficie a todos y la pregunta clave fue: ¿el concepto de interculturalidad es un término de moda o simplemente no se logra entender?.

Teaching Cultural Differences through Korean Canadians: Teaching Material Development for English as a Foreign Language Classes

Abstract Introduction: Students of English as a foreign language must possess intercultural communicative skills in order to be able to interpret and discuss the cultural diversity that surrounds them when they use English for communicational purposes. This paper claims, and is based on the conviction, that the development of these skills takes place primarily through teaching English as a foreign language (EFL) in most educational contexts. This approach is facilitated by the fact that the English language functions as the most widely used foreign language in the context of culture teaching. Methods: Based on these considerations and with a view to theoretical and practical aspects concerning teaching material development, the presented study discusses some fundamental concepts associated with the relationship between teaching EFL, teaching cultural information and developing students’ intercultural skills. After reviewing potential theories, it adopts Byram’s (1997, 2008) Intercultural Communicative Competence model as a theoretical foundation for creating teaching materials for the purpose of developing students’ intercultural communicative skills. Results: The study presents the results of this endeavour through the example of author-designed worksheets focusing on Canadian content, and analyses a worksheet that covers Korean immigrant culture in Canada in order to demonstrate, with the help of this example, how theoretical considerations can be put into practice in the scope of developing teaching materials with Canadian content focusing on the development of intercultural communicative skills. Discussion: Within the scope of English as a foreign language, Byram’s (1997, 2008) Intercultural Communicative Competence model proves a very practical model to be used for the purpose of designing worksheets that develop students’ intercultural communicative skills: this is proved on the basis of the analysis of the above-mentioned worksheet. It is also demonstrated that teaching intercultural communicative skills through Canadian contents is a feasible and practicable way of introducing students to the concept of interculturality through the cultural heritage of an English-speaking country. Limitations: The theoretical background and the teaching material development project described below can serve as a potential model for designing similar worksheets, but the actual use and efficiency of this and similar worksheets depends on the applicable national curriculum and the specificities (primarily the language and motivational levels) of the class where such materials are intended for use. This also means that some aspects of the project are worth reconsidering when one intends to design their own teaching materials. Conclusion: For the design of worksheets developing intercultural communicative skills, this study provides a tried and tested methodological model to follow and presents a worksheet that can function as a potential model. In addition, this paper hopes to generate further research in the field of developing teaching materials focusing either on the development of intercultural communicative skills or on Canadian culture, and, through setting an example, it encourages the creation of worksheets of a comparable design or topic.

Desarrollo de competencias interculturales

La presente investigación tiene como propósito analizar las competencias interculturales como propuesta de formación en lenguas extranjeras utilizando el contexto local como un elemento el cual aterriza y dinamiza la educación bilingüe y acerca de forma adecuada a la compresión de nuevos conceptos culturales. La metodología utilizada fue el estudio de caso etnográfico, lo que implicó un trabajo de campo caracterizado por la observación y participación continúa en instituciones educativas del municipio de Villagómez-Cundinamarca Colombia; se seleccionaron como categorías de análisis: el concepto de ruralidad, interculturalidad, cultura y bilingüismo. El análisis de datos se realizó de una manera descriptiva, la cual busca proporcionar un panorama acerca de la educación rural en lenguas extranjeras y el problema de la dominación cultural desde la perspectiva de los participantes. Este estudio pretende generar en los docentes y estudiantes la consolidación de actitudes positivas encaminadas a la valoración de su sistema cultural mientras adquieren una lengua extranjera. Nuestra apuesta es demostrar que se puede pensar la educación de una lengua extranjera desde una postura más equitativa la cual genere una profunda reflexión en la manera que se llevan estos procesos lingüísticos en contextos rurales.

Inclusão, interculturalidade e inovação pedagógica nos cursos de licenciatura do Instituto Federal de Educação, Ciência e Tecnologia catarinense

This text brings forward the results of a research carried out at Catarinense Federal Institute of Education, Science and Technology, which investigated the extent to which pedagogical innovation, interculturality and inclusion are present in the pedagogical projects of the Graduation Courses of this institution. Methodologically the following study is characterized as a qualitative approach contemplating documentary analysis and bibliographic research. Among the results of the study are the deepening of the discussion about the concepts of inclusion, interculturality and pedagogical innovation, the presentation of a mapping of the disciplines that contemplate the mentioned concepts, as well as a synthesis of the objectives and the alumni gaduation's profiles.

Intercultural Concepts in Place Cliché by Jacques Godbout

This article discusses the intercultural concepts conveyed in the essay Place Cliche by Jacques Godbout. The elaboration centers on how the narrator-actor “I” position himself in facing two cultures. This paper shows how the concepts related to interculturalism are elucidated within the text, especially through the narrator-actor “I”. The identity of the narrator that intertwines with two cultures, French and American, is discovered by exposing the symbols that represent the two cultures. The French and American culture that become a part of the intercultural condition is represented in the stereotypes found in the narrator’s focalization and the textual structure. Intercultural concepts such as hybrid identity and in-between identity will be found in the construction of the narrator’s identity. The presence of those cultural factors becomes the foundation that constructs the hybrid identity of narrator-actor “I” which is the Quebec identity (Quebecois). The aforementioned findings are acquired through cultural studies theories of Homi K. Bhabha and Stuart Hall. The method that is utilized is a qualitative method with critical discourse analysis theories by Teun van Dijk and semiotics by Roland Barthes. Keywords: francophone literature; hybridity; identity; interculturalism

Una mirada a los derechos humanos desde la interculturalidad y los diálogos interculturales: un punto de partida hacia la igualdad profunda

En el presente artículo se presentan reflexiones enfocadas a evidenciar la necesidad de redimensionar el discurso de los derechos humanos en un espectro de mayor conciencia sobre la incompletitud de los mismos; un espectro que permita percibir el analfabetismo intercultural presente en su origen y en sus expresiones contemporáneas. Ello se sustenta en la inexistencia de una visión única de derechos humanos al concebir estos como productos culturales y la consideración del proyecto intercultural como un marco más propicio para lograr una inclusión real de distintas cosmovisiones. Por último, con base en algunos casos de la Corte Interamericana de Derechos Humanos (Corte IDH o CoIDH) en materia de pueblos y comunidades indígenas y tribales, se presentan disertaciones sobre cómo la interacción entre derechos humanos e interculturalidad –a través de diálogos interculturales- puede ser una ruta para despensar y repensar a dichos derechos; considerarlos desde una visión consciente de sus limitaciones para así, poder estar más cerca de la generación de una “concepción intercultural de los mismos”.