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Studies on the patterns of marital selection began in the 1920s, and since then researchers have identified a set of variables that should be taken into account in marriage selection research. In this study the following variables are considered: age, nationality, race, social class, environmental background, attitude to faith, religion, attitude to religious practices, education, current employment status, previous marital status, number of marriages, number of children from previous marriages, and financial situation before the present marriage. One hundred and twelve Polish women who married foreigners from non-European cultures took part in the study. Their husbands were representatives of African, Asian and Australian countries; none of them came from Europe or the Americas.The aim of the study is to examine marital selection among intercultural marriages and to provide new knowledge on the subject. In connection with the adopted topic, the purpose of the research and the analysis of the literature on the subject, the main problem of the research was formulated as follows: what are the similarities and differences in marital selection in intercultural marriages?The study revealed that, in most cases, marital selection among the couples who participated in the study followed a similar social biography: the spouses were of a similar age (79.5%) and shared race (90.1%), social class (74.1%), environmental background (61.6%), education (56.2%), attitude to faith (92.8%), and their financial situation before the present marriage (65.2%). The results obtained confirmed Farle's theory, in which he distinguished three main factors influencing the frequency of intercultural marriages: military service, higher education and place of residence. The analysis of the data indicates that the majority of the respondents lived in big cities (57.1%), and higher education was the most common level of education among both the respondents (60.7%) and their husbands (41.1%).

Academic courses on interculturality have become a rapidly growing discipline in the West, where supranational bodies such as the European Union and UNESCO promote intercultural education as a path towards improved global cultural relations. Through interviews with students who completed a university course on interculturality, this essay investigates the tenets of interculturality and problematises whether this discourse merely reproduces a classificatory logic embedded in modernity that insists on differences among cultures. The argument put forward is that in the analysed context, interculturality tends to reproduce the very colonial ideas that it seeks to oppose. In doing so, interculturality reinforces the collective 'we' as the location of modernity by deciding who is culturally different and who is in a position that must be bridged to the mainstream by engaging in intercultural dialogue.

Entre los elementos causantes de las actuales situaciones de pluralismo social y cultural a escala mundial podemos encontrar algunos que son herederos de fenómenos históricos (como el de la trata de esclavos), y otros debidos a los actuales procesos de movilidad de personas y grupos (migraciones) estrechamente vinculados con la evolución de las coordenadas económicas, sociales y políticas en las que se sitúan nuestras sociedades actuales. En otros casos, incluso, ambas situaciones, que están en el origen de la presencia de personas provenientes de poblaciones y culturas diferentes en un mismo territorio, se superponen. Es evidente, pues, que incluso planteando problemáticas más o menos similares en las relaciones entre personas y grupos diversos, se hace necesario tener en cuenta las especificidades de cada situación para ajustar en las respuestas más adecuadas a los principios de respeto de los valores democráticos y de los derechos humanos.ABSTRACT Among the causative elements of the current situations of social and cultural pluralism on a worldwide scale we can find some that are inheritors of historical phenomena (as that of the slave trade), and others owed to the current processes of persons' mobility and groups (migrations) narrowly linked with the evolution of the economic, social and political coordinates in which our current societies place. In other cases, even, both situations, which are in the origin of the presence of persons from populations and different cultures in the same territory, are superposed. It is evident, therefore, that enclosed raising problematic more or less similar in the relations between persons and diverse groups, it becomes necessary to bear in mind the specificities of every situation to fit in the answers most adapted to the principles of respect of the democratic values and of the human rights.

El surgimiento de las ciencias sociales como disciplinas académicas se dio en un contexto de profundos cambios sociales, derivados de una nueva forma de organización política, económica y laboral en el mundo occidental. En el reparto de las parcelas del saber, la Antropología Social y Cultural se dedicó durante décadas a observar a los "otros", en la búsqueda de lo diferente y exótico, pero también de lo que a la humanidad nos constituye como tal. En ese proceso, se han construido paradigmas explicativos y conceptos desde los que aproximarse a las distintas realidades. En este artículo se plantea un recorrido por dicho proceso, tomando como eje explicativo los conceptos de cultura y naturaleza humana. ; The emergence of the social sciences as academic disciplines took place in a context of profound social change, derived from a new form of political, economic and labour organization in the western world. In the distribution of areas of knowledge, for decades Social and Cultural Anthropology was assigned the task of observing "others", in the search for what was different and exotic, but also in the quest for what makes humanity what it is. In the process, explicative paradigms and concepts have been constructed in order to approach different realities. This article proposes to review this process, taking as its explicative axis the concepts of culture and human nature. ; peerReviewed

Introduction : conceptual thinking in migration studies / Ricard Zapata-Barrero, Dirk Jacobs, and Riva Kastoryano -- Border : meanings, practices and fields in academia, politics, and public domains / Bastian Vollmer -- Citizenship : from liberal right to neoliberally earned / Christian Joppke -- Cohesion : beyond the diversity threatening hypothesis / Ricard Zapata-Barrero -- Cosmopolitanism : moral universalism and the politics of migration / John Erik Fossum and Espen D.H. Olsen -- Discrimination : studying the racialized structure of disadvantage / Patrick Simon -- Diversity : polyphony of the concept / Dirk Jacobs -- Identity and immigration : core concepts / Edward Telles -- Integration : a critical view / Adrian Favell -- Interculturalism : re-imagining dialogue and connectedness in super-diverse realities / Fethi Mansouri -- Mobility and migration : physical, contextual and perspectival interpretations / Rainer Baubock -- Multiculturalism : maximum misunderstanding / Keith G. Banting -- Nationalism : the concept and its varieties / Anna Triandafyllidou -- Secularism : political secularism and post-immigration ethno-religious communities / Tariq Modood -- Tolerance : recognition, reasonable accommodation, and minority rights / Patrick Loobuyck -- Transnationalism : theory and experience / Riva Kastoryano.

The book provides an evaluation of some of the problems with current processes and policies on integration in Europe, both in relation to broader aims of democratization and in relation to the ways in which gendered assumptions and practices are embedded in the policies and outcomes of European migration regimes. The book analyses integration as a contested concept, providing a cross-disciplinary theoretical, empirical and policy-oriented analysis of the integration-migration nexus. Integration is analysed sociologically, politically and legally as a concept that reinforces boundaries of ethnicity and problematizes difference and diversity. Particular foci of the book include theoretical and empirical aspects of migrant incorporation in Europe; citizenship, belonging and migration; gendered structures, experiences and policies; and the strategies of migrants in coping with nationally embedded protectionism. The book also explores notions of solidarity, cosmopolitanism and interculturalism, which can inform a more coherent and sustainable approach to social incorporation and inclusion within modern societies.

The field of acculturation spans a rich and broad spectrum of relevant topics, types of populations and geographic areas. It has, however, been slow in incorporating theoretical insights beyond the intergroup relations perspective, neglecting contributions from other social psychology areas, such as the socio-cognitive approach, and from disciplines such as cultural and personality psychology, and the social-network perspective. The main aim of this article is to inform and broaden the understanding of micro- and meso-level acculturation mechanisms (e.g., cultural frame switching, multicultural identity structure and dynamics, intra- and inter-personal interculturality). We argue that it is time for acculturation research to apply other methodologies, rely on new theoretical paradigms and move from predicting acculturation outcomes (e.g., psychological well-being) to modelling acculturation processes. The article closes with a discussion on potential future challenges and needed directions in the social psychological study of acculturation, interculturalism and migration.

In this edition, the contributing authors represent a variety of disciplines, including sociology, humanities, psychology and management/business. The importance of academics from many disciplines researching and writing about Indigenous matters means that researchers are positioning themselves as ready to work across disciplines to help solve real-world problem facing Indigenous people worldwide. In the first article, Josie Arnold advocates for practice-led research (PLR) as a model for credentialling Indigenous knowledges in academia. The second article, by Jennifer Chisholm, critically examines and problematises the notion of Indigenous transgender acceptance. In the third article, Stefan Gröschl argues that interculturalism is a means towards collaboration between Indigenous and non-Indigenous people. The final article in this issue is co-authored by Mohajer Abbass Hameed and Shaun Coade, who argue that the majority of research methodologies and treatment protocols used in mainstream psychology are in tension with Aboriginal and Torres Strait Islander cultural values.

Quebec offers an interesting perspective on the relationship between minority nationalism and the integration of immigrants. Immigration into the homeland of a national minority often reinforces its sense of cultural insecurity. Quebec has responded by exercising its substantial jurisdiction within the Canadian federation to develop a distinctive approach to immigrant integration, known as interculturalism. This article examines the controversies surrounding Quebec's approach. We argue that the actual content of current debates, which increasingly focus on the accommodation of religious diversity, is driven primarily by the church–state settlement reached in the province in the middle of the 20th century. However,Quebecers' minority status does matter. It increases the frequency and intensity of conflict about diversity policy. In addition, it shapes attitudes toward the process for managing disputes. Quebecers' believe such issues should be resolved within Quebec, and they resist the idea that pan-Canadian institutions should have a central role.

The future of an individual and society in the global world is reflected in the organization and quality of today's school, educational system and teacher education. Interculturalism is encouraged by education in school as a social community which accepts diversity as a value. The aim of intercultural education is the development of intercultural sensitivity and acquisition of knowledge, skills and abilities needed for functioning in a multicultural society. Inclusion of intercultural education in the school curriculum implies the responsibility of all, mostly teachers because they are directly involved in the educational process. The intercultural competence of teachers refers to the interaction encouraging mutual learning with culturally diverse pupils. The paper analyzes valid legal documents and university programs of Croatian teacher studies from the point of interculturalism. The aim of the research is to inspect the relevant legal framework and determine intercultural contents in the Croatian primary teacher education study programs. The comparative analysis of study programs for primary school teachers (in Osijek, Zagreb, Split, Rijeka and Pula) shows that intercultural content is present but differs in number and type. The premise of successful intercultural education is a quality initial teacher education. ; Budućnost pojedinca i društva u globalnom svijetu ogleda se u ustroju i kvaliteti današnje škole, sustavu odgoja i obrazovanja te izobrazbe učitelja. Interkulturalizam se potiče odgojem i obrazovanjem u školi kao socijalnoj zajednici koja prihvaća različitost kao vrijednost. Cilj interkulturalnoga obrazovanja je razvoj interkulturalne osjetljivosti te stjecanje znanja, vještina i sposobnosti potrebnih za djelovanje u multikulturalnom društvu. Uključivanje interkulturalnoga obrazovanja u školski kurikul implicira odgovornost svih, najviše učitelja jer neposredno sudjeluju u odgojno-obrazovnom procesu. Interkulturalna kompetencija učitelja odnosi se na ostvarivanje interakcija koje potiču uzajamno učenje s kulturalno drukčijim učenicima. U radu se analiziraju pojedine važeći dokumenti zakonske legislative i sveučilišni programi hrvatskih učiteljskih studija s motrišta interkulturalizma. Cilj istraživanja je uvid u relevantni zakonski okvir i utvrđivanje interkulturalnih sadržaja u hrvatskim studijskim programima za školskoga učitelja. Komparativnom analizom studijskih programa za školskoga učitelja (u Osijeku, Zagrebu, Splitu, Rijeci, Zadru i Puli) evidentno je da interkulturalnih sadržaja ima, no oni se razlikuju po broju i vrsti. Pretpostavka uspješnoga interkulturalnog odgoja i obrazovanja jest kvalitetno inicijalno obrazovanje učitelja.

This paper characterizes the linguistic situation in Europe in the context of the global language situation. It describes the significance of the "Project Nation" for the European national languages. European unification after World War II is examined in terms of its linguistic consequences in a number of linguistically sensitive areas such as the economy and science. The language-political activities of the European Council and the European Union are characterized. A distinct languageconcept is necessary for furthering the linguistic development of Europe – such a language concept should take into account the teleological, the gnoseological and the communitary dimension of language in equal measure. I argue against a pseudo-solution for the language question through the propagation of a "lingua franca" and instead plead for a complex linguistic education concept for Europe, in which multilingualism is regarded and language-politically stated as a cultural and intercultural challenge. Central to this concept is the development of a workable hermeneutics.Keywords: Europe, "Project Nation", European unification, European Council, European Union, "lingua franca", multilingualism, interculturalism, hermeneutics, teleological, gnoseological, communicatory dimension of languageSchlüsselbegriffe: Europa, "Projekt Nation", europäische Vereinigung, Europarat, Europäische Union, "lingua franca", Mehrsprachigkeit, Interkulturalität, Hermeneutik, teleologische, gnoseologische, kommunitäre Dimension von Sprache

La sociedad actual es cada vez más plural y compleja. La presencia de gentes de diferentes culturas es cada vez mayor y las necesidades de integración obligan a afrontar las nuevas realidades. La Educación es una pieza clave para conseguir un clima armónico y tolerante. Es necesario hablar de Interculturalidad como término que afronta esta realidad desde una relación de enriquecimiento entre culturas, sin establecer situaciones de dominio e incorporando lo positivo de la diversidad cultural en una sociedad que es mestiza. Esta propuesta educativa, desde la Educación Artística, sugiere actividades que ayudan al descubrimiento, a la reflexión sobre prejuicios basados en el desconocimiento y a situar y valorar las influencias que de esa diversidad cultural se dan en el Arte Moderno. ; The current society is increasingly plural and more complex. The presence of people of different cultures is every time major and the needs of integration bind to confront new reality. Education is a piece key to obtain a harmonic and tolerant climate. It is necessary to speak about Interculturalism as a term that confronts this reality from a relation of enrichment among cultures, without establishing situations of authority and incorporating the positive of the cultural diversity in a society who is half-caste. This educational offer, from The Artistic Education, suggests activities that shoud help the discovery , to the reflection on the prejudices based on ignorance and to placing and to value the influences that of this cultural diversity are given in Modern Art.

Mit Kunst gehen oft spezifische Fremdheitserfahrungen einher. Nach einer verbreiteten Auffassung entstehe und wirke Kunst etwa durch Verfremdungen von Hergebrachtem; manch progressive Kunst führe zu Affekten des Befremdens. Allerdings wurden die vielfältigen Verknüpfungen von Kunst und Fremdheit bislang kaum eingehender untersucht.Die kunstphilosophischen und -wissenschaftlichen Aufsätze thematisieren die eigentümlichen Zusammenhänge von Kunst und Fremderfahrung - vornehmlich, aber nicht ausschließlich mit Bezug zur bildenden Kunst - und rufen dazu auf, den Themenkomplex (neu) zu verhandeln.

Internationalität und Vernetzung sind aktuelle Stichworte im Kulturmanagement. Projektförderungen durch die Europäische Union, durch Stiftungen sowie durch Unternehmen betonen zunehmend Begriffe wie »Mobilität«, »Flexibilität« und »Transkulturalität«. Doch was bedeuten diese Anforderungen für die Theorie und Praxis des Kulturmanagements? Welche Kompetenzen müssen Kulturmanager/-innen mitbringen, um auf dem internationalen und europäischen Markt erfolgreich zu sein? Welche Spielräume eröffnen sich für Kulturunternehmen? Dieses Buch, das Beiträge aus Theorie und Praxis vereint, versteht sich als Orientierungshilfe und Handlungsleitfaden für die entstehende Praxis einer europäischen Kulturarbeit

Die globale Migration der Gegenwart führt zu Hybridität, transnationalen Biografien und auszuhandelnden Identitäten. Der Umgang mit diesen Phänomenen des »Zwischenraums« stellt die sozialwissenschaftlichen Disziplinen vor methodologische Herausforderungen.Lösungen hierfür finden sich vor allem in der aktuellen kulturwissenschaftlichen Debatte, die Begriffe und Konzepte bereitstellt, welche die kulturelle Dimension von Hybridisierungen aufzeigen und ihre Geschichtlichkeit betonen.Der transdisziplinäre Sammelband vereint unterschiedliche Zugänge zum Phänomen. Er zeigt, wie der »Zwischenraum« in methodologischer Hinsicht zum Gegenstand der Forschung werden kann.