Suchergebnisse

Ist es heute üblich, das gesamte Spektrum menschlicher Tätigkeiten als das genuine Gegenstandsfeld der Kulturwissenschaften anzusehen, so wird damit der ganze Bereich des »pathos« im Sinne von Widerfahrnis, Leidenschaft und Passivität vernachlässigt.Entgegen dieser üblichen Privilegierung der Handlungs- und Herstellungskategorien will der Band mit dem Pathischen dasjenige ins Blickfeld rücken, das nicht nur jede Tätigkeit in unterschiedlicher Weise begleitet, sondern auch Anstoß und Ermöglichungsgrund jeglicher menschlichen Praxis darstellt.

Welche kulturelle Prägekraft hat der weltweite Transfer von Fernsehshows? Anne Grüne bietet einen umfangreichen Vergleich deutscher und arabischer Varianten globaler Unterhaltungsshows, einschließlich ihrer Produktion und Rezeption. Die systematische Analyse bietet neue Perspektiven auf das Theorem der »Glokalisierung«, indem gezeigt werden kann, dass zwar die globale Beachtung gleicher medialer Konzepte zur synchronen Modernisierung von Sehgewohnheiten führt, dabei jedoch die lokalen Diskursmuster erhalten bleiben. Unterhaltung ist also nur auf den ersten Blick global. Obwohl die »formatierte Weltkultur« kulturelle Anschlussfähigkeit erzeugt, verharrt die Weltgesellschaft in lokalen Selbstgesprächen. Der globale Dialog bleibt Utopie!

Moderne westliche Gesellschaften versprechen Teilhabe an Bildung, Wohlstand und Politik. Sind die Herausforderungen einer zunehmenden ethnischen und religiösen Pluralität der Bevölkerungen mit herkömmlichen Mustern staatlichen Handelns zu lösen? Wie stellen sich die Bildungssysteme Kanadas, Frankreichs und Deutschlands der Integrationsaufgabe?Ghodsi Hejazi verortet ihre Analyse der gegenwärtigen Realität und Chancen der interkulturellen Pädagogik in einem breiten sozialtheoretischen und -historischen Kontext. Die kritische Studie stellt dabei nicht nur die zugrunde liegenden tradierten Nationalitätskonzepte vor, sondern zeigt zugleich die Ambivalenz der unterschiedlichen Begriffe von Zivilgesellschaft auf.

Pflegende und Ärzte beklagen sich häufig über Patienten mit Migrationshintergrund - beispielsweise über diffuse Angaben zu Krankheitsbildern, die eine Diagnose erschweren, über fehlende Sprachkenntnisse oder über zu zahlreichen Patientenbesuch, der die Krankenzimmer bevölkert. Was ist dran an diesen Einschätzungen? Worin bestehen die Schwierigkeiten und Barrieren in der Interaktion miteinander? Und: Welche Rolle spielt dabei »die Kultur«? Diesen und anderen Fragen geht diese Studie differenziert und illustriert durch viele Beobachtungen aus der Feldforschung nach. Die hier präsentierten Lesarten des Krankenhaussettings bieten (nicht nur) interessierten Akteuren des Gesundheitssystems eine Fülle wertvoller Anregungen.

Introduction -- Greeting from ISAPS President -- Section I: Intercultural Discourses and Engagements -- 1. Léopold Sédar Senghor—African Philosophy and the Challenge of Interculturalism -- 2. Bantu Philosophy and the Problem of Religion in Intercultural Philosophy Today -- 3. Piety and Conduct: The Case of Confucianism and African Philosophy -- 4. Layers of Heinz Kimmerle's Intercultural Philosophy -- 5. From Local to Global: Rethinking the Dynamics of African Philosophy from an Intercultural Perspective -- Section II: Theory and Practice: South Africa -- 6. The Revolutionary Impetus -- 7. Reflections on a Decolonised Philosophy Curriculum for South Africa in the Light of the #FeesMustFall Movement -- 8. '#FactsMustFall'?—African Philosophy in a Post-truth World -- 9. Towards a Ludic Ubuntu Ethic -- Section III: Philosophical Challenges in Africa Today -- 10. Against Silencing: Redefining Women's Voices in Islam with Reference to the Life and Works of Aisha Abd Al Rahman (Bint Al Shati) -- 11. Water Ethics -- 12. African Environmental Intuitionism and the Obligation to Posterity -- 13. Philosophy in the Global Age: Towards the Conversation of Humankind.

Part 1. Introduction -- 1. Introduction: Equality as a Multi-faceted Concept; François Levrau & Noel Clycq -- Part 2. Theories and Histories -- 2. Egalitarianism: A Tour d'Horizon; François Levrau -- 3. Equality, Rights and Community: A Long Term Perspective; Bert de Munck -- 4. Multiculturalism Today: Difference, Equality and Interculturalism; Tariq Modood and Tamar De Waal -- Part 3. Institutions and Policies -- 5. Religion and Equality in the Workplace: A Legal-philosophical Analysis; François Levrau & Leni Franken -- 6. Economic Equality and the Welfare State; Wim Van Lancker and Aaron Van den Heede -- 7. Gender, Anti-discrimination and Diversity: The EU's Role in Promoting Equality; Ruby Gropas -- Part 4. Experiences and Impressions -- 8. How do People React to (In)equality and (In)justice?: A Psychosocial Approach; Johanna Pretsch -- 9. What Welfare Principles do Europeans Prefer?: An Analysis of Their Attitudes Towards Old Age Pensions and Unemployment Benefits; Tim Reeskens and Wim Van Oorschot -- 10. A Transdisciplinary Cultural Studies' Approach to Inequality: What Can We Learn From Precarity and Why Does Art Matter?

Engendering Ireland is a collection of ten essays showcasing the importance of gender in a variety of disciplines. These essays interrogate gender as a concept which encompasses both masculinity and femininity, and which permeates history and literature, culture and society in the modern period. The collection includes historical research which situates Irish women workers within an international economic context; textual analysis which sheds light on the effects of modernity on the home and rising female expectations in the post-war era; the rediscovery of significant Irish women modernists such as Mary Devenport O'Neill; and changing representations of masculinity, race, ethnicity and interculturalism in modern Irish theatre. Each of these ten essays provides a thought-provoking picture of the complex and hitherto unrecognised roles gender has played in Ireland over the last century. While each of these chapters offers a fresh perspective on familiar themes in Irish gender studies, they also illustrate the importance and relevance of gender studies to contemporary debates in Irish society

AbstractAccording to the intercultural paradigm, prejudice reduction is a way of promoting positive interactions among people and preventing discriminatory behaviours. This paper focuses on the role of teacher interventions in reducing student prejudices. We carried out a quantitative survey, which was administered to middle and high school students in France, to identify the role played by individual, school and sociocultural variables on 'flagrant' and 'subtle' prejudices. The findings show that when students perceive that their teachers are discussing racism and discrimination during formal education, manifestations of both types of prejudice decline. In addition, this perceived engagement creates a multiplicative effect on intergroup contacts among students, and this is an important condition for decreasing prejudice. The study highlights the potential of formal education to deconstruct stereotypes and encourage interculturalism, even in a context which is quite hostile to any reference to cultural identities. It also underlines that intercultural practices can start at the micro level without any formal institutional support.

AbstractIn 2018, the Government of Catalonia redefined its educational language policy through a programmatic document entailing a relevant shift: instead of highlighting the protection of Catalan as the national language, it stressed multilingualism and interculturalism as educational pillars. In doing so, it widened the scope of linguistic rights and duties of immigrants (LRDI). The exceptional growth of international immigration in Catalonia over the last two decades is at the root of this change. This article addresses LRDI from a theoretical and empirical perspective. First, it contributes a categorisation of approaches to LRDI (adjustive, accommodative and transformative) based on a comprehensive analysis of contemporary linguistic justice theories. Second, it analyses the challenging position of minority nations in managing LRDI and suggests that their explicitness in language policies has often been misinterpreted as monist by the literature. Finally, it documents a trend in Catalonia, in terms of rationale and policies, towards a pluralist reframing of national identity and the recognition of immigrants' languages.

A Hungarian travel journal written by Rózsa G. Hajnóczy (1892-1944) in either the late 1930s or early 1940s, Bengáli tűz is a work that has gained acclaim among readers in both India and Bangladesh. In 1928, the author travelled to India while accompanying her husband, the famous Orientalist, Gyula Germanus (1884-1979), and she stayed there for three years while recording her personal experiences in journal entries which eventually provided the raw material for Bengáli tűz. In spite of having a very wide fan base of mainly female readers, Bengáli tűz is still not mentioned in the History of Hungarian Literature Lexicon, which raises the issue of why this work has not been included in the canon of Hungarian literature. Since some questions surround whether Hajnóczy actually wrote Bengáli tűz, I aim to explore the issues connected to the authorship of this work while examining it from a comparative cultural perspective via textual analysis. Hajnóczy's journal has an abundance of instances of interculturalism which make it relevant to current readers as well.

AbstractThis article proposes a critical analysis of the historical and ideological process that has led to the recently‐defunct Parti québécois' (PQ) Charte de la laïcité. It shows that this legislative project, as an attempt to renew Québec's nationalism, amplified the struggles and tensions that characterize the normative source of the national nexus. More specifically, this article reveals that two carrier groups – the liberal‐pluralists, on the one hand, and the republican‐conservatives, on the other – have actively fought to get access to that normative source, trying ultimately to spread their national nexus's representations as the legitimate ones. Hence, the former group suggests an individualist‐civic view for Québec's nationalism that embraces immigrant groups, Anglo‐Québécois's minority, native peoples, and the francophone majority, while the latter suggests a collectivist‐civic view for it anchoring into French‐Canadian nationalism. Therefore, two distinct integration models are confronted, where liberal‐pluralists fought against PQ's Charter of Secularism continuing to sustain interculturalism and where republican‐conservatives nevertheless support PQ's Charter.

AbstractWhat is the experience of a racial subaltern on becoming an employee of a postcolonial state? Latin America has undertaken widespread multicultural state reform, often in response to pressure from nation-wide social movements and transnational human rights activism. This provides us with a window into ways in which subaltern individuals negotiate their place in a historically exclusionary state with norms of whiteness, European codes, and literal and metaphoric distance from marginal populations. Previous research has emphasized the cooptation of subaltern actors by neoliberal postcolonial states, but we argue that a close reading of subaltern accounts yields important insights into their experiences of ambivalence, ambiguity, and agency. Neoliberal state restructuring entrained a parallel, and in many cases interconnected process that generated ambivalence among civil servants. We draw on interviews with state employees associated with multicultural educational reforms in Chile to document the registers through which indigenous subalterns position themselves regarding the politics of interculturalism and the costs of serving the state.

Changes in society and education place new demands on the teaching profession. Due to the increasing cultural diversity in the classrooms, teacher education should provide teachers with knowledge about intercultural issues, both in the initial and the permanent training. With this in mind, this paper seeks to determine if teachers have the professional knowledge (skills, teaching strategies...) required to adequately address the student diversity in the classrooms and the value they give to the initial/permanent training received to face successfully their professional practice in an intercultural context. For this purpose, a
quantitative research methodology has been used. The questionnaire, constructed ad hoc to collect data, has been applied to a representative sample of pre-primary and primary teachers; the obtained data have been subjected to various statistical treatments. The results reveal that an important problem in the commitment to interculturalism is the insufficient teacher education, especially the pre-service training. Also, significant relationships between the identification variables and the responses of the teachers have been found.

The paper focuses on the manner in which O. Pamuk deconstructs the East-West dichotomy in his allegoric novel My Name is Red. We consider that the following isotopies are relevant for the interface between literature and the postmodern discourse on interculturalism and transculturation: (a) dialogism and indirectness (Pamuk replaced Eco's semiotic theme with an identity theme, thus suggesting a retrospective reading of The Name of the Rose as a novel of European Christian identity); (b) the liminality of the chronotop (the decline of the Ottoman power, Istanbul as a transitional and cosmopolitan space); (c) the issue of style: miniature vs. portrait (the theocentric Islamic art vs. the anthropocentric Western art); (d) the polyphonic enunciation (Pamuk practises a literature of view points, a combination of Eastern and Western styles). Detrimental to political theories, the Turkish Nobel Prize winner pleads for an authentic personal and national identity, for the need for keeping the integrity through synthesis, tolerance, faith and self-consciousness.