Intercultural Dialogue Research Articles

СОРОДНІСТЬ ДУХУ, ЕПОХИ І ЛЮДИНИ В ІНТЕРСУБ’ЄКТНИХ ОСВІТНІХ ПРАКТИКАХ СЬОГОДЕННОЇ УКРАЇНИ

The article is devoted to the analysis of the effective mechanisms and positive experience of the Bohdan Khmelnіtsky Melitopol State Pedagogical University in increasing the productivity of educational, scientific and cultural support of social processes by means of integration of participants in the educational process, teachers and students in the development of the social movement, popularization of the values of the Ukrainian people, strengthening of the national idea and statehood. The means and mechanisms of social cohesion of the community in the conditions of war are considered. It was established that the concept of social cohesion today represents a complex system of practical actions for stable development, improving the quality of life of all layers of society, preventing risks of social alienation with the aim of creating social well-being, harmonious and stable social relations as a component of socio-economic progress. The need for intersubjective practices in the educational space to create relationships of public trust, trust in social institutions for the education of active citizenship, the basis of which is trust in society and its social institutions, as a relevant link in the development of the European practice of intercultural dialogue in education, is substantiated. It was established that the successful cases and positive experience of the Bohdan Khmelnіtsky Melitopol State Pedagogical University of productive educational, scientific and cultural support of social processes in regional contexts affect the integration of participants in the educational process, teachers and students, the development of the social movement, the popularization of the values of the Ukrainian people, the strengthening of the national idea and statehood . The tenacity of the traditions of the Ukrainian educational and scientific community is substantiated - in the relentless pursuit of professional excellence, cooperation with local communities, educational institutions, public communities, unity and cohesion.

Гражданское общество и развитие образования: опыт Латинской Америки

Civil society organizations, whose activity increased in the first decade of the 21th century, play a significant role in improving and correcting public policies at the local level. The article examines the ideological principles and practical activities of NGOs in the field of education, represented by both regional and local organizations, as well as interaction between the state, society and business in promoting joint projects, increasing the inclusiveness and quality of educational systems, and developing new approaches. Special attention is paid to non-state educational institutions that offer a possibility of additional training, as well as alternative universities created by Indian organizations to implement the principles of intercultural dialogue and genuine equality. Activities of Latin American civil society have a significant impact on the social life of the region. It is a complex social phenomenon of particular interest. The author acknowledges that NGOs are not able to solve most urgent problems of education as they remain a subject to a targeted strategy of the state, which consists in attempts to radically improve the entire system, ensuring equal chances for children from poor backgrounds. Nonetheless, by exerting a significant impact on public life in the region, minimizing the costs and failures of state policies, these NGOs play an important stabilizing function as they develop an alternative and additional education and provide opportunities to vulnerable social groups. At the new stage of development, in the conditions of disillusionment with the state’s capabilities, the social role of civil society will inevitably increase, expanding the social space of creative activity, complementing, correcting and improving public policies.

Resonance. (Re)forming an Artistic Identity through Intercultural Dialogue and Collaboration

This artistic doctoral research examines how the third space emerging from intercultural dialogue and transcultural collaboration can be a catalyst for new musical discoveries, intercultural humility, and the (re)forming of artistic identities. The body of this project is centred around three doctoral concerts, a CD/LP recording, and a documentary film which took place between 2016 and 2021. In addition, I draw on the embodied experience of a five-year period that I spent living and collaborating with musicians and dancers in Tanzania and Zambia prior to the doctoral project.As a double bass player, multi-instrumentalist, and composer, I place myself in a series of different musical and multi-arts contexts, engaging in dialogue with musicians, dancers, and visual artists from Brazil, Colombia, Estonia, Finland, France, Madagascar, Mexico, Poland, Sápmi, Tanzania, the UK and Zambia. Various solo, duo, and ensemble settings act as case studies to examine how this process takes place, the new knowledge gained from the collaborations and their resulting artistic outcomes, and the effects of intercultural dialogue, collaboration, and co-creation on my own artistic identity. The instruments and forms of artistic expression used by my collaborators include the Brazilian berimbau, Chinese guzheng, dance, live electronics, experimental instrument making, Finnish Saarijärvi kantele, Sámi joik, vocals, percussion, live visuals, image manipulation, animation, photography and film.The key concepts that I investigate in this research are: artistic identity, global citizenship, hybridity, interculturalism, intercultural humility, liminality, third space theory, and resonance, the latter being viewed both as a physical phenomenon and as an approach to thinking about the ways in which we connect with the world around us. This research contributes to new knowledge and understandings in the areas of artistic identity formation, intercultural collaboration and interculturalism in music education through the interweaving of artistic processes, audio, video, photographs, artistic outcomes and text.Findings emerge in terms of new musical discoveries that surface from the dynamic third space created through transcultural collaboration; the expanding and deepening of musicianship through intercultural dialogue and collaboration; the interconnected nature of interculturalism in music and its reliance on openness, empathy, dialogue and constantnegotiation with sonic material, people and place; and the crucial role of fluidity and resonance in forming a personal artistic identity.Further research outcomes include new techniques and the expansion of the sonic palette of the double bass, enabled by developing custom-made attachments, preparations and electronic manipulation. The complete scope of this doctoral project includes four artistic components (three concerts and a recording), a documentary film and an artistic doctoral thesis comprising two peer-reviewed articles and an integrative chapter, all housed within the main multi-media exposition, Resonance: (Re)forming an Artistic Identity through Intercultural Dialogue and Collaboration.

Políticas públicas para la población en situación de refugiada. Migraciones globales y diálogo intercultural

The global city of São Paulo approved the I Municipal Policy Plan for Immigrants - 2021/2024 (PMI) in August 2020, amid a pandemic. The PMI is an example of paradiplomacy oriented towards popular education and intercultural dialogue, at least from the local government’s public communication perspective. This essay seeks to bring forward contributions to understand whether the education program offered in the city meets the demands of Popular Education, if it fulfils the requirements of dialogue between cultures under unequal situations, as well as the demands of refugee individuals and groups of refugees. Finally, questions are posed to understand whether there is a dialogue between cultures at São Paulo´s public schools. The PMI is aimed at generating evidence that can be incorporated into decision-making processes, especially after the current pandemic stage, to give answers to questions such as: will refugees need to strengthen their resilience capacity in the near future and become more active?

The contribution of public relations in intercultural dialogue within social organizations

El fin de esta investigación teórica es analizar y explicar la contribución de las relaciones públicas en el diálogo intercultural dentro de las organizaciones sociales. Para ello, se recurrió a investigar los conflictos sociales ocurridos durante el año 2020; así como a describir de qué manera la utilización de las herramientas comunicativas, en particular la del diálogo intercultural, puede fomentar la comprensión y empatía frente a las diferentes problemáticas sociales. La gestión comunicativa que debe llevar a cabo un profesional de relaciones públicas mediante una comunicación eficaz ha de tener como fin la comprensión mutua entre gobierno y ciudadanos, enfatizando la participación activa de la comunidad y el valor que representa el debate continuo entre los ciudadanos y sus instituciones. Para los profesionales de relaciones públicas constituye un desafío llevar a cabo una comunicación intercultural con el propósito de resolver los graves problemas de diálogo y falta de entendimiento, reconociendo así la importancia de mantener una comunicación organizacional estratégica, en donde los mensajes sean bidireccionales, generando de ese modo una mayor interacción y, sobre todo, la resolución de los conflictos sociales.

Políticas públicas para la población en situación de refugiada. Migraciones globales y diálogo intercultural

The global city of São Paulo approved the I Municipal Policy Plan for Immigrants - 2021/2024 (PMI) in August 2020, amid a pandemic. The PMI is an example of paradiplomacy oriented towards popular education and intercultural dialogue, at least from the local government’s public communication perspective. This essay seeks to bring forward contributions to understand whether the education program offered in the city meets the demands of Popular Education, if it fulfils the requirements of dialogue between cultures under unequal situations, as well as the demands of refugee individuals and groups of refugees. Finally, questions are posed to understand whether there is a dialogue between cultures at São Paulo´s public schools. The PMI is aimed at generating evidence that can be incorporated into decision-making processes, especially after the current pandemic stage, to give answers to questions such as: will refugees need to strengthen their resilience capacity in the near future and become more active?

METHODS OF FORMATION OF SENIOR STUDENTS’ INTERCULTURAL COMPETENCE IN THE PROCESS OF FOREIGN LANGUAGE TEACHING

Objective. The objective of the study is to substantiate theoretically the method of forming intercultural competence of high school students in English lessons. Methods. The solution of the tasks was carried out by using such methods as: analysis and generalization of scientific and educational literature on the problems of didactics; system analysis; combination of historical and logical methods in research; separation of subsystems of complex objects and their systematic analysis, holistic, integrated approaches to the study of pedagogical phenomena. Results. It is believed that the formation of intercultural competence should be a constant modeling of intercultural dialogue. As in any dialogue, an important factor here is the psychological attitude to reciprocity, mutual understanding and willingness to make concessions. The dialogue is aimed at rapprochement and mutual enrichment of communicators. The dialogue of cultures presupposes the recognition of equality, the recognition by communicants of the right to the existence of another worldview system, its equality with one’s own. It is aimed at expanding the spiritual and cultural worldview, the assimilation of universal values, the development of imaginative thinking, to gain emotional experience. Perfect mastery of language material is one of the prerequisites for successful communication between representatives of two different cultures. Mastering the riches of the phraseological fund of language is of great value in learning a foreign language not only because phraseology embellishes the language and makes it emotional and figurative. Selection of language material, conclusion of tasks for the formation of intercultural competence by means of a foreign language in the process of its learning are urgent tasks that need to be solved. The development of intercultural competence of students in English lessons is one of the most effective methods of teaching foreign languages, which aims to form students’ meaningful perception and understanding of a foreign language, mastery of language material to build their own statements. The introduction of elements of culture in the process of teaching English is a necessary need today, because awareness and separation of differences in different cultures, tolerance of these differences stimulates the linguistic, cognitive and social development of students.

Nadzieja dla „Innego”. Kategoria „inności” w polskiej wielokulturowej literaturze dla młodych odbiorców

he research problem addressed in this article concerns the method of constructing images of “otherness” and of “the Other” by authors of Polish multicultural literature for young readers in the last two decades. Multicultural literature is defined as literature that challenges a social order that is based on discrimination against minority groups. Multicultural literature deconstructs cultural stereotypes and prejudices and promotes intercultural dialogue and inclusiveness. Weronika Kostecka assumes that due to the ethnic and national homogeneity of Polish society, a literary character that uses a language other than Polish, has a skin color other than white, or cultivates other traditions than those commonly identified as Polish, is perceived (in an intra-textual sense and probably also by many prospective young readers) as “the Other.” This leads her to consider — from a postcolonial perspective — the difference between the concepts of otherness and cultural diversity; she points out that the former concept is related to privileging only one — dominant and ego-centric — way of perceiving socio-cultural reality. Finally, Kostecka analyzes the construct of “the Other” on the basis of Polish children’s literature about refugees. She argues that the authors focus on the trauma experienced by the characters as a result of forced migration and solely on their identity as refugees. In conclusion, Kostecka points out that this way of creating refugee stories significantly limits characterization, although it probably serves to emphasize the ethical responsibility of target readers.

Municipalismo y políticas migratorias: análisis de actores clave en Andalucía

This paper aims to analyze the characteristics and challenges of public and private migration policies developed in Andalusian municipalities. The methodologies focus on bibliographic reviews and dialogue with selected local governments, public and privateorganizations, and Andalusian universities. It is concluded that local migration policies consider the socio-legal migrant condition in the access to basic rights, that is necessary to go beyond the recreational in the intercultural activities to achieve migrant integration at the local level; and, that a mestizovision is required at the Andalusian level as a tool to demystify cultural essentialism that makes unfeasible egalitarian intercultural dialogues. The originality of this work lies in a direct dialog with the main local agents in migrant integration in Andalusia, and its limits consist of the need to continue researching the relationship between the intercultural, solidarity economies, decrease, and co-development.

Chinese Cultural Diplomacy towards Africa

Within the international system, states focus on the realization of their national interests, evaluating their diplomacy, and regularly their cultural diplomacy. For instance, China exercises its cultural diplomacy, in order to promote its foreign policy’s goals. The present paper initially attempts to define the complex notion of cultural diplomacy, which is a multifactor way of promoting intercultural dialogue and augmenting states’ soft power. In particular, China’s cultural diplomacy was the most suitable case study since the Chinese state, following the Beijing’s Olympic Games, has been reintroduced in the international audience. Its reintroduction was achieved by practicing its cultural diplomacy successfully, mostly with Confucius Institutes’ function, while being dominant in the international financial system. In the case of China’s foreign policy towards Africa, Chinese cultural diplomacy was accompanied by financial diplomacy and led to a Sino-African rapprochement and to the creation of the Forum on China-Africa cooperation. It is vital though to consider if Chinese foreign policy towards the African continent is successful.

World Heritage for Building Peace

"World Heritage for Building Peace" by the Fondazione Romualdo Del Bianco’s "Life Beyond Tourism Movement" is the title of the 2019 Appeal that marks the conclusion of a research presented in the Krakow International Cultural Centre the 26 May 2006. By the Life Beyond Tourism Movement: World Heritage Sites takes on the responsibility of "Awareness Centers” to widespread a new sensitivity and a consequent new cultural and commercial offer with different ethic; World Heritage Sites’ management not only protects and enhances the heritage, but favors the 'International Community' encouraging the world-wide exercise of intercultural dialogue between visitors in the same place, same time, same aptitude to listening, promoting a virtuosos synergy between the UNESCO Conventions 1972, 2003, 2005; World Heritage Sites could experiment the post-pandemic reverse of the hitherto prevalent degrade of the travel experience. This new cultural and commercial offer relies upon world scale 'knowledge initiatives', transforming the hasty tourist into a ‘Temporary Resident’ induced to a deep knowledge of the place, its wonders, culture, traditions, thus favoring friendship, mutual respect and peace.

Directing models of author cinema in the context of intercultural dialogue. Part 1. Co-production as a way to implement the producing and directing models

The purpose of the article is to identify problems of intercultural cooperation in the production and distribution of films directed by auteur cinema and to identify scientific guidelines that will contribute to a comprehensive analysis of the phenomenon of Ukrainian auteur cinema in the intercultural space. Methodology. An analytical method was used to study the topic, which is necessary to study the art history and cultural aspects of the problem. In addition, the researcher used methods of systematization and generalization, which were useful to argue the identity of the phenomenon of directing auteur cinema, its place in modern cultural processes, as well as to determine the objective patterns that characterize auteur cinematographic practices in modern intercultural space. A cross-cultural method was also used, which helped to identify the peculiarities of production and distribution of films directed by auteur films in the system of international cooperation. In turn, the culturological approach led to a generalized socio-cultural orientation of the study of the author's cinema of postmodern and postmodern culture. The scientific novelty of the study is that the problem of intercultural cooperation in the production and distribution of auteur cinema in Ukraine and abroad in the context of the functioning of international support programs has first become the subject of a special study; the content of the concepts "intercultural dialogue", "co-production" as certain specific integrity and unity of interconnected elements are argued; the works of Ukrainian film directors-authors, whose films were created as international projects, are singled out and characterized; the expediency of using the system method in studying the peculiarities of the international filmmaking process is proved; a comprehensive analysis and features of production and distribution of films by directors-authors in co-production projects in Ukraine and abroad. Conclusions. Acquaintance with the materials presented in the article expands the arsenal of knowledge on the specifics of production and distribution of films of directorial models of auteur cinema within intercultural projects and allows their use in training courses on the theory and history of cinema and directing. Key words: intercultural dialogue, director-author, producer, Ukrainian author's cinema, co-production, director's model of authorship.

Linguistic Consciousness and Foreign Language Learning in Multilingual Education

The article deals with the issues where linguistic consciousness as a sociolinguistic phenomenon is successfully revealed in FLT, namely, in problematic questions of language learning. It covers the description of linguistic consciousness and some aspects of its influence on the process of development of students’ communicative competence. It is emphasized that the philosophy of lifelong learning has become a widespread phenomenon in modern society. Learning a foreign language can be considered an important means of forming linguistic consciousness and the ability to conduct intercultural dialogues. The correlation of two languages and cultures (Ukrainian and foreign ones) helps to outline their national specific features, which contribute to a deeper understanding of both the foreign and the native language and culture. Any education system is open and fairly stable. As for the methods and learning tools, they can vary depending on the applicable learning concept. The article gives a detailed description of the development of linguistic consciousness of Ukrainian students from different social groups while learning English. So linguistic consciousness is a reflection of the actual language sphere contributes to the development of both communicative and multilingual competences. The main aim of the use of modern educational technologies is to increase the level of the communicative competence and linguistic consciousness in students, their educational achievements, and to improve the quality of language education.

Preventing Marginalization and Radicalization through Theatre and the Expressive Arts: Empowering Intercultural Dialogue

Marginalization, radicalization, and encountering the Other are undoubtedly some of the topics on top of the agenda for social growth in our society. The roles that women, in general, and mothers, in particular, can play in prevention and inclusion strategies are certainly of great importance for an approach that goes beyond a simple intervention on effects, working on causes and facilitating intercultural dialogue. theatre and art have always been used as forms of storytelling, to generate emotions and make the audience identify with the stories they hear or watch. For this reason, in the field of methodologies and tools for the inclusion of people and the prevention of marginalization, over time excellent examples of the application of artistic approaches to facilitate the processes of growth and empowerment have emerged. Theatre and story-telling workshops, especially those for migrant women, represent good cases of facilitating the process of discovering and defining one’s own identity in a healthy way. This represents the basis for a path of integration through art,giving awareness and inclusion to participants and at the same time making them “ambassadors” of the intercultural dialogue.

Intercultural Communication in Confessional Legal Relations (Common and Particular in Russia and Japan)

The study of particularities of regional cross-country images of confession and intercultural communication as well as the semantic image surrounding these concepts is vital in today’s social life. The article analyzes denotations and connotations of the terms confession and intercultural communication in the Russian and Japanese sociocultural contexts from the point of view of a new research discourse — glocal religious studies with the focus on vernacular specifics of religiosity in Russia and Japan. The case study methodology includes description and analysis of how various views on certain aspects of religiosity correlate. It makes possible to adjust the theoretical understanding of the problem and weigh it against the variety of real-life communicational practices. The article investigates the complexity and dramatism of communication between members of the ingroup and others. The study bases on the materials from the history, media and academic discourses where in the internal and external of particular communities in the given historic circumstances may not only vary significantly, but also be intentionally marked to divide one from the other. Sometimes this demarcation takes a form of stigmatization that label one’s perspective as not-true or lawless. The paper describes two major types of culture: the first one (ethnocentrism in terms suggested by M. Bennet) derives from the idea that other’s statements are sealed and cannot be translated thus must be destroyed. The second type — ethnorelativism — comes from the idea of affinity and openness. It is presumed that taking one a different perspective and accepting diversity is empowering and gives start to an intercultural dialogue. Common and particular are the two basic viewpoints on any identity, when both positive and negative promotes understanding. The phenomenon of unity as similarity of indistinguishable (like grains of sand) on the one hand, and systemic unity of the different (like people) on the other hand, are considered within the framework of distancing extralinguistic social facts from the term that stand for them. The latter shown as special imaginary unities and descriptions of autopoietic systems.

Starting From and Beyond Matteo Ricci

Between 1500 and 1600, the Jesuit Ricci carried out a real process of inculturation of Christianity in China. Subsequently, he operated according to acculturation: a form of colonialism. This process consisted also in the construction of churches, which were built in the neo-Gothic style. In 1926 dom Gresnigt was sent to China with the aim of creating a new Sino-Christian style, supported by Bishop Costantini and the new missionary policy. These attempts at architectural inculturation, however, focused on stylistic issues. We must act according to an intercultural dialogue. Starting from a textual translation of the liturgical books and the ritual action, this dialogue can provide the architect with images of experience that can be implemented as places and movements within the horizon of the sacred. Metaphors must be found, and even better affordances must be constructed to increase the effectiveness of ritual actions, making even those that can only be imagined emotionally perceptible.

Intercultural Dialogue in the Middle Ages: A Christian Cemetery in Pagan Vilnius

In Medieval Europe, Lithuania remained a pagan state the longest, officially accepting Catholic baptism only in 1387. But the country had already been influenced by Christian culture, Orthodox from the East and Catholic from the West, since the 11th century. It should be noted that this influence was not the same: Catholicism was mostly brought ‘by fire and sword’ in the role of the Teutonic Order while the spread of Orthodox Christianity could be more peaceful. It is frequently stressed that the Ruthenian Orthodox Christians were close neighbours of the pagan Lithuanians, settling in Lithuania as subjects of the grand dukes. While the Catholics needed to be invited, the Orthodox Christians from the Ruthenian lands were already subjects of the grand dukes. Thus, communities of both branches of Christianity: Eastern Orthodox and Western Catholic, had settled here and were interacting in a still pagan environment in pagan cities ruled by pagan dukes. This article, in seeking to present the circumstances of the settlement of one of the early Christian communities in Vilnius, the Orthodox one, and its development, examines this community through data from the burial site it left and the interpretation of those data.

Heritage Diplomacy Discourses in the EU: Notions on Cultural Diplomacy, Cultural Heritage, and Intercultural Dialogue among EU Officials and Heritage Practitioners

The European Commission has recently identified cultural heritage as one of the focus areas for EU cultural diplomacy. The article explores EU cultural diplomacy that deals with cultural heritage and discusses the concept of heritage diplomacy based on a discourse analysis of interviews with EU officials and heritage practitioners working at sites awarded the European Heritage Label. How do EU officials and heritage practitioners understand the role of cultural heritage for cultural diplomacy and what kinds of discourses do they use in talking about it? My analysis indicates that heritage diplomacy means different things for EU officials and heritage practitioners. Their discourses on the uses of cultural heritage for diplomacy construct divergent understandings of cultural heritage and heritage diplomacy, and the power relations between these understandings.

Rethinking the Dialogue of Cultures in the Conditions of Global Communication and Information Revolution

The purpose of the research is to identify the features of intercultural dialogue in the context of global communication and information revolution, to reveal changes in the principle of intercultural dialogue in the new environment and to show the impact of culture on modern international relations. Research methodology. Analytical research methods based on methods of analysis and synthesis were used by the authors to reveal the essence of dialogue and its disclosure as a universal method of research not only personality but also culture when the cultural basis turns dialogue into the need of everyday life. Scientific novelty. Peculiarities of dialogue as a basis of intercultural interaction in modern conditions are revealed. The concepts of dialogue and discussion, as well as intrapersonal dialogue within each social subject, in the consciousness of each person, where there are two different positions of consciousness, are revealed and analyzed. Conclusions. The study analyzes new approaches to the principle of intercultural dialogue for intercultural interaction. It is shown that modern culture enters into dialogue only as a whole, characterized by the unity of meanings, their perfection and certainty. The circumstances under which culture in times of crisis seeks its paradigm in a new way are analyzed. It is emphasized that each culture enters into a dialogue in its own unique manner. It is proved that culture cannot exist without the eternal search for the Other, comparison and collation with it. The need for intercultural communication for the effective development of modern international relations based on mutual respect and tolerance is studied.

Dialogue of East and West on the Example of Arab-Muslim Сulture

The dialogue expresses the simultaneous coexistence of the past and the present, the preservation of continuity between them. The Arab-Muslim civilization, in its heyday, embodied the ideal of dialogue between East and West. The purpose of this study is to study the mechanisms of intercultural dialogue of the Eastern Renaissance era, analyze them for their application in the conditions of the modern globalized world. Islam played a key role in the formation and development of the Arab-Muslim civilization. Religion, along with philosophy and science, played the role of a connecting link in the spiritual and intellectual life of medieval Muslim society. Dialogue is possible when, in the collision of different cultural traditions, some new unifying knowledge is synthesized. The development of their own spiritual and religious movements as Sufism among the peoples of Central Asia conquered by the Arabs indicates that the Arab-Muslim culture was not limited to Islam. The peoples of the Arab Caliphate preserved and developed their distinctive cultural and religious traditions.