Intercultural Concepts Research Articles

El silencio de las sirenas: repensando la interculturalidad desde la ética y la política de la liberación en clave decolonial

El artículo realiza un acercamiento a la comprensión del concepto de interculturalidad en clave decolonial con base en los desarrollos que plantean distintos teóricos. Con el fin de desarrollar esta aproximación, en el primer apartado se toman como centro las reflexiones del profesor Oscar Andrés López, a partir del concepto de multiculturalismo. Esto sirve de entrada para el segundo momento, en el cual se aborda el concepto de interculturalidad en clave de la modernidad-colonialidad. Luego, se busca fundamentar una propuesta con el fin de comprender una acción intercultural y decolonial, para lo cual es necesario explicitar algunos de los planteamientos del filósofo mexicano Enrique Dussel con relación a la ética y la política de la liberación. Por tanto, este texto se estructura en dos partes que se dedican a dicha propuesta: en la primera se esbozan los rasgos de la ética de la liberación y, a continuación, se explicitan algunos planteamientos de la política. Se cierra con la descripción de lo que en este texto se denomina “la acción-política-decolonial-intercultural”

Promoting and Advancing Multicultural Dialogues in Education

This article addresses debates around current multicultural dialogues in education. It also plots the journey of the promotion of an edited collection on this area which has been supported by The Dialogue Society (Race 2018). The article begins with contextual sections on the concepts of multiculturalism and interculturalism in education. Contemporary and relevant events such as Brexit, Prevent and the Shamima Begum case are considered. Several academic events, one organised by The Dialogue Society, are examined to see how dialogues are promoted within the academy to underline the continued importance of multicultural dialogues in education.

Grassroots Politics and Oil Culture in Venezuela: The Revolutionary Petro-State by Iselin Åsedotter Strønen

discussion of their engagements with the administration of Rafael Correa (2007–2017), and the emerging concepts of interculturality and the “citizen’s revolution.” If there is a criticism of this book, it’s that this final section is too abbreviated. Indigenous politics have evolved in fascinating ways, and the Huaorani imaginary—savage, authentic, noble, violent, ecological - is often evoked in debates over territory, identity, and nationhood . In many ways, they are bigger than life, and continue to roam the story lines of this self-described “Amazonian nation.” In summary, Huaorani Transformations is essential reading for Ecuadorianists, Amazonianists , and anyone interested in the morphing of identities from an anthropological and geographicalperspective.Rival’sworkmakes oneeasilyforgetthesalaciousstoriesofDarknessinElDorado (Tierney,2001),resultingin a superb example of what an accomplished career in anthropology can produce. Frank Hutchins Department of Anthropology Bellarmine University

INTERCULTURALIDAD Y RACISMO EN EL CIRCUITO CENTRO- PERIFERIA: APORTE CRÍTICO EN LA PERSPECTIVA DE LA NEGRITUD

: In this article the author aims at reflecting on racism, articulating the concepts of interculturalism and multiculturalism in a double perspective, on the one hand the hegemonic and official views and on the other hand the socio-political constructions that can be derived from the analysis of the indigenous and Afro-diasporic movements. It is postulated that these ways of thinking and understanding diversity work in the Centre-Periphery relationship, hence conceptual misunderstandings. While in the global north interculturalism is not distinguished from inclusion measures within the framework of state multiculturalism, in the global south, especially in Latin America, interculturalism works in an anti-hegemonic political logic as an initiative of ethnic-racial movements. Interculturalism is considered a project still to be built in an inter-subjective dynamic of people and cultural nations of the Americas and other places in the world.  However, from the historical reactions of Negritude to the project of capitalist modernity, intellectual antiracism ideas and movements are found long before the emergence of the intercultural indigenous discourse. Epistemic manifestations of Negritude are assumed by the academy as political essentialism in the pejorative sense of the term. It is because of the emergence of new ideas that constitute Afro-descendant thought in the long game of historical development that opens up new fields of confrontation. In any case, this article proposes the Afro-diasporic political construction from the category outside the house of the master who as a critical mindset is capable of facing political and epistemological debates with dominant spheres of society.

Anerkennung und Interkulturalität Überlegungen mit Blick auf ›Haiti‹ bei Hegel und Alexander Kluge

Abstract ›Recognition‹ is one of the key concepts of Interculturality. It is, however, a highly controversial concept. Whereas scholars like Honneth, Taylor and Habermas emphasize ›social integration via recognition‹, others, especially post-colonialists and poststrucuturalists, think of ›submission via recognition‹. The current discussion focuses on Hegel who was the first to think of ›recognition‹ as a basic principle of personal identity, social order and global history. The article deals with a significant current debate about the meaning of the Haitian Revolution in Hegel’s philosophy. What, in Hegel’s work, is the meaning of the Revolution or the ›fight for recognition‹ led by African slaves in Saint-Domingue? What is the relationship between Hegel’s philosophy and globalization? It will be shown that, for systematic reasons, Hegel could neither ignore nor accept the Haitian Revolution. This ought to have implications for current debates on ›recognition‹ and interculturality. In this context Alexander Kluge’s fragment of prose Jeden Morgen liest Hegel Zeitung (Every morning Hegel reads the papers) (2012) will be analyzed as a critical literary response to Hegel.

What Is Bosniak, And What Bosnian-Herzegovinian Literature, And What Is, After All, The Bosnian-Hercegovinian Interliterary Community? (A Contribution To Literary-Theoretical And Literary-Historical Understanding)

Literary creation in Bosnia-Herzegovina is very complex. Viewed as a whole and throughout its historical duration, it has not been realized within the framework of one nation or one ethno-national community, nor within only one language or only one alphabet, nor within the framework of only one cultural-civilizational circle. This fact and this kind of literary-historical and cultural-historical reality gives the basis from which it is now possible to talk about a unique, singular literature of Bosnia-Herzegovina, or Bosnian-Herzegovinian literature, and also about parallel, plural literatures of Bosnia-Herzegovina – Bosniak as well as Croat and Serbian literatures in Bosnia-Herzegovina, together with the literary traditions of Bosnian-Herzegovinian minority communities, such as the Jewish community and others. Also, it is possible to speak about a phenomenon that should – given its own, internal historical-developmental dynamics and its literary-developmental principles and relationships in general – probably be named the Bosnian-Herzegovinian interliterary community. That is why, in understanding the phenomenon of literary creativity in Bosnia-Herzegovina, as well in defi ning Bosnian literary studies, primarily the theoretical concepts of interliterariness as well as closely related concepts of interculturality occur as potential solutions, as – both of them – have their essential meaning and full realization in the cases of both literary and culturally complex phenomena like literature in Bosnia-Herzegovina in general.

Expresiones del Arte Totonaco: Una experiencia de gestión del aprendizaje

This article presents the process of educational intervention developed in the educative experience called Expressions of Totonac Art, which aims at creating and developing intercultural competences in students of the University of Veracruz. The generation and interiorization of such skills is emphasized during the learning process through an approximation to Totonicapán cultural diversity as a learning approach for the valorization of otherness. In order to do so, the educational experience was focused on an action-research methodology, which permitted to design an educational intervention strategy based on constructing knowledge through dialogue. The educational experience generated a relevant re-signification in each of the different formative profiles of the college students; the outcome of the learning process allowed them to recognize, reflect and analyze their concepts of identity, interculturality, intercultural relationships and valorization of the diversity within the Totonac world.

Languaging about intercultural communication: the occurrence and conceptual focus of intracultural peer collaborative dialogues

ABSTRACTThis study examined intracultural peers using language as a cognitive tool (i.e. languaging) to recognise, understand, and explain intercultural communication concepts. In pairs, 42 Korean public school teachers enrolled in an in-service program completed a describe-interpret-evaluate task through synchronous computer-mediated communication. To investigate languaging about intercultural communication, the analytic concept of language-related episode (LRE) was adapted to create intercultural communication meta-talk (IC-MT). Transcripts from the task were analysed for: (1) the occurrence of IC-MT, and (2) the focus of IC-MT instances in relation to concepts underlying intercultural communication. Results showed that IC-MT occurred at variable rates in peer discourse, sometimes included problematic interactional features, and focused on four aspects of intercultural communication. This study suggests that the intracultural peers use language in ways that create conditions for intercultural learning and that multiple factors mediate participation in collaborative dialogue. Pedagogical implications of the findings are discussed, in addition to avenues for future investigations on languaging and its role in the formation of intercultural competence.

A prosa gastronômica de Pellegrino Artusi: cultura, gosto e alteridade em um receituário oitocentista

A presente reflexão é uma leitura interpretativa dos enunciados de três receitas do livro A Ciência na cozinha e a Arte de comer bem – Manual prático para as famílias, compilado por Pellegrino Artusi (1891), considerado o cânone histórico da culinária moderna italiana. Discorrendo sobre os conceitos de cultura, gosto e interculturalidade, o foco se encontra na relação entre a inovativa forma escrita da obra e a sua recepção por parte do público. A intenção é de evidenciar que a inclusão do outro nas narrativas das receitas - alternando-se como sujeito e objeto - foi um diferencial na escrita de Artusi, e seus aspectos interculturais.

Cortesía y prosodia en el español conversacional de San Antonio de Texas

En este trabajo nos hemos propuesto estudiar la interacción verbal desde la teoría de la cortesía como campo de estudio dentro de la Pragmática y del Análisis del discurso oral. Repasamos, en primer lugar, los fundamentos teóricos que representan el punto de partida de este estudio. El marco teórico se basa principalmente en cuestiones generales en torno a conceptos básicos de la cortesía verbal a partir de las principales aportaciones de la lingüística a su caracterización (Lakoff, Grice, Leech, Fraser, Haverkate); posteriormente nos centramos en el modelo de Brown y Levinson en el cual el concepto imagen (face) es crucial. El marco teórico permitirá delimitar manifestaciones de cortesía verbal y analizarlas prosódicamente con el objetivo de observar si aquellas se correlacionan con procedimientos prosódicos específicos y sistemáticos. Los ejemplos analizados han sido extraídos de conversaciones de hablantes ingleses nacidos en San Antonio de Texas, con un nivel cultural medio-alto, cuyo conocimiento del español se ha adquirido por contacto lingüístico y/o por estudio de la lengua. En estos informantes juega un papel fundamental la interculturalidad, tanto por la relación geográfica de frontera de San Antonio de Texas con México, como por la población mexicana que reside en dicha ciudad y sus alrededores. El trabajo se plantea como un análisis exploratorio con el objetivo de plantear posteriormente trabajos específicos, con un ejemplario también específico, que nos permitan extraer conclusiones esclarecedoras en lo que respecta a la relación entre prosodia y cortesía verbal.Palabras clave: cortesía verbal, prosodia, interculturalidad.

The cultural aspect in the contextualisation of pastoral caregiving ministry

Due to the political changes during the last three decades in South Africa, many voices raised for the post-colonializing of sciences. This is also applicable to the pastoral caregiving ministry. Although the science of pastoral caregiving in South Africa has developed into an authentic recognised science, it seems as if the development followed in the fashion of the Western context and the call for the contextualising of pastoral caregiving for all the people of South Africa was mostly ignored. It was only at the end of the 20th century that the concept of interculturality emerged to indicate that such an approach could be more appropriate that an incultural approach. Since then many scholars wrestles with the aspect of culture in the contextualising of pastoral care and the challenge of staying true to the Word of God. In this regard, the research question concentrates on the interwovenness between the Christian faith and the different cultures of the people of South Africa: How can pastoral caregiving be contextualised in the different cultures of South Africa while staying true to God’s gospel. The central theoretical argument is that the contextualising of pastoral care rest on hermeneutical principles that form a bridge between the Bible text and its application in the circumstances and needs of the people of South Africa. The article unfolds by looking at the compatibility and/or incompatibility of Western and African cultures, the effect of monocultural ethnocentric bias, and concludes with the principles of a Christian culture and its implications for the pastoral caregiving process of addressing certain challenges in people’s experiences of life.

Intercultural Film: Fiction Film as Audio-Visual Documents of Interculturality

ABSTRACTThis article is a theoretical discussion of the concept ‘intercultural film’. The aim is to establish a framework for sound interdisciplinary analysis of film from an intercultural perspective. Previous research from film studies and intercultural studies/intercultural communication studies is discussed with the aim to clarify how the concept intercultural film has previously been used, and a method for intercultural film analysis is proposed. The conclusion is that a multifaceted framework for film analysis has to be developed that take content, style and form, viewer position and the creation of new concepts of interculturality into consideration.

Interculturalidad en Salud: Reflexiones a partir de una Experiencia Indígena en la Amazonia Peruana

This article examines the main characteristics of the proposal on interculturality developed by an indigenous Amazonian organization of Peru for the training of indigenous youth as nurse technicians in intercultural health. It shows how the Interethnic Association for the Development of the Peruvian Jungle (Aidesep) appropriates the concept of interculturality, reconfigures and reconstructs it. Based on internal documents, institutional publications, testimonies of graduates of the intercultural health program, leaders and members of the technical team of the Indigenous Health Program of AIDESEP, we analyze the construction and implementation of the concept of interculturality. We also examin the way in which an indigenous organization becomes a proponent of interculturality, building an indigenous response for the training of health professionals prepared to provide culturally appropriate health services to the indigenous population. The proposal for the training of nurse technicians in intercultural health shows that it is possible for critical interculturality to move from discourse to practice when indigenous peoples develop their own intercultural proposals.

School as a factor of development of interculturalism

Contemporary society is characterized by pluralism of relations and interconnection of different cultures. Because of diverse national, cultural, religious and political values, misunderstandings and lack of dialogue often emerge between members of different cultures. This has severe consequences for all segments of society and its development. In order to overcome this situation the concept of intercultural education in schools is becoming popular again. It should present the starting point for changes in the quality of dialogue, understanding and respect between pupils of different cultures and traditions. The paper discusses the realization of the concept of interculturalism in schools in order to create conditions for implementation of intercultural values, to encourage and educate pupils for co-existence, understanding and creation of intercultural relations. In this respect, changes in all aspects of school life and work are necessary, from the change of curriculum, school organization, to atmosphere and school culture as a whole. The authors conclude that humanistic, holistic and interdisciplinary approach as a basis for coexistence and tolerance provides enormous opportunities for implementation of the concept of interculturalism in school, but also point to the potentials of schools that are not used enough in the realization of this goal. The study findings indicate the need for systematic, continuous and adequate changes at the level of school culture as a whole.

Migración y Educación: una aproximación a la inclusión haitiana en el sistema educativo chileno

The present essay situates the phenomenon of Haitian migration within the framework of the educational system in Chile. For this, contextual elements of the country of departure and the country of entry are observed. An approach to education as an inclusive element is carried out and the concepts of multiculturalism and interculturality are discussed. The conclusions indicate that it is necessary to carry out further studies on the political guidelines in education on this subject, specifically, on methodologies pointing towards the inclusion of the migrant population.

Colonial Differences in Intercultural Education: On Interculturality in the Andes and the Decolonization of Intercultural Dialogue

This article pushes for the possibility of alternative ways of thinking about the concept of interculturality depending on where and by whom it is being articulated (the geopolitics and body politic of knowledge). To illustrate this, the focus is shifted away from the policies of the European Union and UNESCO to the Andean region of Latin America where the notion of interculturalidad is not only a subject on the educational agenda but has also become a core component of indigenous social movements’ demands for decolonization. Part of the argument of this article is that interculturalidad, with its roots in the historical experience of colonialism and in the particular, rather than in assertions of universality, offers a perspective on interculturality that relies on other epistemologies. It concludes by arguing that interculturality should be seen as interepistemic rather than simply intercultural.

MULTICULTURALISM, INTERCULTURALISM, TRANSCULTURALISM AND THE RELUCTANT FUNDAMENTALIST

The most influential theorists of multiculturalism and interculturalism have attempted a rigorous re-examination of their proposals, as demonstrated by recent publications such as “Interculturalism versus multiculturalism –The Cantle-Modood debate” (2015) and Multiculturalism and Interculturalism: Debating the Dividing Lines (2016). Both Ted Cantle and Tariq Modood have acknowledged the need to revise the concepts of interculturalism and multiculturalism as a response to the rapidly changing circumstances of contemporary societies. This paper seeks to: briefly review recent assessments of interculturalism and multiculturalism; attempt to establish a dialogue between the interculturalism-multiculturalism debate and the precept of transculturalism (Dagnino 2012, McLeod 2011); and exemplify the usefulness of the transcultural approach in the exegesis of literary fictions such as Mohsin Hamid’s The Reluctant Fundamentalist (2007), a novel that because it operates at the level of both multicultural and intercultural encounters is able to richly contribute to these debates and discourses. The paper argues for the salience of critical terms such as “transnational writer”, “transnational literature”, “transculturality” and “transculturalism” as they offer a critical vocabulary particularly appropriate for the study of the movements and migrations of people that are depicted with increasing regularity in twenty-first century literature in English.

English

The study is set out from an intervention perspective using music and dance as a vehicle for enhancing the enrollment drive and retention of girls in basic schools. It was a qualitative research under the auspices of “Ghana Wins” project that involved pupils, parents and teachers of New Winneba Municipal Assembly Primary and Junior High School to deepen their understanding on how Music and Dance has the potency of attracting children to school. Through the concept of interculturalism in music the study highlights the challenges of girl-child education in Ghana and documents the needed information, materials and guides that may help teachers in basic schools to intercede appropriately. Data were sourced by interview and participant observation. Findings of the paper provide assistance for both specialist and non-specialist music teachers at the basic level to integrate their lessons with Music and Dance for optimum sustenance of interest in school among pupils. Key words: Music, dance, New Winneba, enrollment, Ghana Wins, interculturalism, girl child.

PEDAGOGICAL INTERCULTURAL PRACTICE OF TEACHERS IN VIRTUAL ENVIROMENTS

This paper presents some of the results of the project Training and Development of Intercultural Competency of Teachers in Virtual Enviroments, carried out in the Colombian Caribbean region. It was performed in three steps: 1-diagnosis, 2-training, and 3-analysis of the pedagogical practice. The article shows the results of the third stage characterized by using a qualitative approach base on a cooperative action research design. The study was performed in ten Colombian Caribbean higher education institutions (HEI) offering virtual programs. In these institutions, six cases were selected, which correspond to teachers who had participated in the two previous stages. The stage here reported aimed at analyzing and assessing virtual teachers' practice in virtual learning environments. Data were collected from each case’s Virtual Learning Environment, and they were analyzed by using documentary analysis of the teacher’s pedagogical practice. This analysis was performed by the participant teachers, the researcher, and external expert. Results show a changing process of intercultural conception both in the design and in the implementation and evaluation. In order to overcome some weaknesses observed, it is necessary to train the teachers not only in the intercultural education but also in topic such as curricular design and educational technology.

Nurses' performance on indigenous and African-Brazilian health care practices.

to analyze the performance of nurses from the Estratégia Saúde da Família (Family Health Strategy) on health care practices rooted in African and Indigenous cultures. Thematic Oral History was used and interviews were conducted with seven participants, who worked with Primary Health Care in Northeastern Brazil. The analysis was based on Leininger's Theory of Cultural Care and the intercultural concept of human rights, among others. nurses are unaware of the religious and historical context of the ethnic groups cared for and do not appreciate their self-care practices in areas with a predominance of African and indigenous cultures. These practices coexist with the hegemonic biomedical model. the debate on cultural competence in the context of professional qualification and exercise is required, aiming to promote the nursing work in the perspective of diversity and comprehensiveness of health care.