Suchergebnisse

Preliminary Material /Jonathan Gourlay and Gabriele Strohschen -- Recent Criticism of Literature has Emphasized the Problem of Identity and Meaning Associated with Globalisation: How So and Why? /Ulzhan Dyusembayeva -- A Coherence of Identities or an Identity of Coherence? A Review of the Recent Discussion on Well-Being, Social Identities and Integration in a Multicultural Context /Sven Hassler -- Language Choice and the Dilemma of Identity: Chinese First Language Academics in a TNE Environment /Yanfang Si and Stuart Perrin -- The Intersections of Sexuality and Religion in the Anti-Interculturalist Rhetoric in Finnish Internet Discussion on Muslim Homosexuals in Amsterdam /Tuuli Lähdesmäki and Tuija Saresma -- How Does the Type of Migration Influence the Social Functioning of Polish Migrants in the Culture of the Host Country? /Anna B. Krasnodębska , Przemysław Zdybek and Radosław B. Walczak -- Friendship: Rethinking Personhood and Community /Mihalis Mentinis -- Seeing Oneself in the Other: A Model for Intercultural Competence in Education /Carrie Boden-McGill , Nora Cavazos , Melisa Kakas and Dorinda N. Noble -- Acculturation Processes among the Hungarians and Romanians in Gyimes: The Transformation of Communal Identities and Denominational Cultures /Judit Balatonyi -- Interculturalism, National Identity, Citizenship and the Populist Right: The Example of Sweden /Fredrik Sunnemark -- How to Fail in Micronesia: Lessons from a Shetland Islands Captain /Jonathan Gourlay -- The Production of Interculturality in Two Urban Spaces: Lisbon and Granada Compared /Nuno Oliveira -- The Architecture of Transculture /Richard Rathwell.

This book investigates Ireland's translation of interculturalism as social policy into aesthetic practice and situates the wider implications of this 'new interculturalism' for theatre and performance studies at large. Offering the first full-length, post-1990s study of the effect of large-scale immigration and interculturalism as social policy on Irish theatre and performance, McIvor argues that inward-migration changes most of what can be assumed about Irish theatre and performance and its relationship to national identity. By using case studies that include theatre, dance, photography, and activist actions, this book works through major debates over aesthetic interculturalism in theatre and performance studies post-1970s and analyses Irish social interculturalism in a contemporary European social and cultural policy context. Drawing together the work of professional and community practitioners who frequently identify as both artists and activists, Migration and Performance in Contemporary Ireland proposes a new paradigm for the study of Irish theatre and performance while contributing to the wider investigation of migration and performance

This book investigates Ireland's translation of interculturalism as social policy into aesthetic practice and situates the wider implications of this 'new interculturalism' for theatre and performance studies at large. Offering the first full-length, post-1990s study of the effect of large-scale immigration and interculturalism as social policy on Irish theatre and performance, McIvor argues that inward-migration changes most of what can be assumed about Irish theatre and performance and its relationship to national identity. By using case studies that include theatre, dance, photography, and activist actions, this book works through major debates over aesthetic interculturalism in theatre and performance studies post-1970s and analyses Irish social interculturalism in a contemporary European social and cultural policy context. Drawing together the work of professional and community practitioners who frequently identify as both artists and activists, Migration and Performance in Contemporary Ireland proposes a new paradigm for the study of Irish theatre and performance while contributing to the wider investigation of migration and performance.

The Greater Toronto Area (GTA) is one of the most multicultural communities in the world. Frequently, this description is based on ethnic, linguistic, and culinary diversity. Physical cultural diversity, such as different sports, martial arts, forms of dance, exercise systems, and other physical games and activities, remains ignored and understudied. Based on a living database of the GTA's physical cultural diversity, this study identifies the trajectories of the lifecycle of activities that have been introduced into the GTA's physical culture by immigrants. These pathways differ based on whether the activity is offered in a separate setting, where individuals may be participating with other immigrants of the same ethnocultural group, or mixed settings, where people are participating with people from outside of their ethnocultural group. We argue that the diversity and the lifecycle trajectories of physical cultural forms in the GTA serve as evidence of interculturalism and the contribution by immigrants to the social and cultural life of Canada.

In rural Araucanía secondary schools, prescriptive and formal government programmes for interculturalism – designed to overcome differentials between Indigenous and non-Indigenous pupils in educational outcomes – have had limited impact. Drawing on research across four schools, this article examines how the dynamics between state-led top-down prescriptive guidelines interface with teacher practice, school objectives, and existing racializing dynamics to produce diverse educational outcomes. Drawing on in-depth qualitative research involving over 100 pupils and teachers, this article identifies two key in-school processes that work to undercut official policy effectiveness. First, state policies do little to challenge staff and institutionalized racism, thereby perpetuating the marking of Indigenous pupils as Other. Combined with lack of political will and resources for teacher training and lesson preparation, this leaves educational inequalities in place. Second, the institutional allocation of time and resources to intercultural education reinforces widespread devaluation of indigenous knowledge among teachers, educators and public opinion. Nevertheless, the study also found that in certain schools these conditions did not prevent the adoption of pedagogies that affirmed Indigenous difference and challenged the dominance of whiteness. Informed by a critical theorisation of the power and unmarked nature of racial inequality, this article argues that whiteness is neither recognised nor challenged in rural secondary schools in southern Chile, despite its ubiquity and pervasive influence on curriculum, pedagogies and institutional arrangements. ; The authors gratefully acknowledge the Economic and Social Research Council (ESRC UK) research grant (RES-062-23-3168) which funded the research documented here. ; This is the final version of the article. It first appeared from Taylor & Francis via http://dx.doi.org/10.1080/13613324.2015.1095173