Suchergebnisse

This book examines todays central and yet often misunderstood and misconstrued notion of interculturality. It specifically focuses on one aspect of intercultural awareness that has been ignored in research and education: the presence and influence of things on the way we experience, do, and reflect on interculturality. This book provides the readers with opportunities to engage with interculturality by reflecting on how our lives are full of things and entangled with them. It urges teachers, teacher educators, scholars, and students to open their eyes to the richness that the more-than-human, with which we can reflect, has to offer for intercultural communication education.

"This edited volume focuses on the thorny and somewhat controversial issue of teaching (and learning) interculturality in a way that considers the notion from critical and reflexive perspectives when introduced to students. Comprised of three parts, the book discusses the nuts and bolts of teaching interculturally, considers changes in the teaching of interculturality and provides pedagogical insights into interculturalising the notion. It studies both teaching im-/ex-plicitly about interculturality and how to incorporate interculturality into teaching practices or into an institution. By sharing varied cases and theoretical reflections on the topic, the editors and contributors from different parts of the world aim to stimulate more initiatives to enrich the field instead of delimiting it, especially in complement to and beyond the 'West' or 'Global North', and also to build up further reflexivity in the way readers engage with interculturality in education. This will be a must read for teachers and researchers of intercultural communication education at different educational levels, as well as anyone interested in scholarship on education for interculturality"--

Chapter 1: Studying Chinese Minority Education -- Chapter 2: Chinese Education for Ethnic Minorities: Achievements and Experiences Since the Founding of New China -- Chapter 3: Policy Analyses of Education for Ethnic Minorities in China -- Chapter 4: Case 1 - Fengping Ethnic Middle School, Yunnan Province -- Chapter 5: Case 2 - Mengyue Nine-year School, Yunnan Province -- Chapter 6: Case 3 - Namu Primary School, Yunnan Province -- Chapter 7: Case 4 - Xishan Primary School, Yunnan Province -- Chapter 8: Case 5 - Xishan Middle School, Yunnan Province -- Chapter 9: Case 6 - Mingshe Primary School, Yunnan Province -- Chapter 10: Case 7 - Fangxiang Ethnic Primary School, Guizhou Province -- Chapter 11: Case 8 - Leishan No. 2 Middle School, Guizhou Province -- Chapter 12: Case 9 - Luoxiang Middle School, Guizhou Province -- Chapter 13: Case 10 - Ashinu Central Primary School, Qinghai Province -- Chapter 14: Case 11 - Hualong Ethnic Middle School, Qinghai Province -- Chapter 15: Findings, Countermeasures and Recommendations -- Afterword.

Introduction -- The idea of culture is worn out -- Language is not what we might think it is -- Facilitating interculturality by unthinking and rethinking our relation to language -- Translating is not treason -- Talking to each other about interculturality -- First steps towards interculturality -- Rethinking identity -- Listening to those who experience interculturality to learn about what it is and how to 'do' it -- Examining other ways of engaging with interculturality -- Silent transformations with China -- Debunking intercultural competence. .

This unique book starts from the premise that students, scholars, and educators should be given access to a form of global education that is genuinely global. Using the notion of interculturality as change and exchange as a basis, the authors examine fifty discourse instruments (e.g. idioms, neologisms, slogans) related to what they call 'Chinese stories of interculturality'. China, like other countries, has a rich and complex history of intercultural encounters and her engagement with the notion today, which shares similarities and differences with glocal discourses of interculturality, deserves to be unpacked and familiarized with. By so doing, digging into the intricacies of the Chinese and English languages, the reader is empowered to unthink, rethink and especially reflect on their own take on the important notion of interculturality. Fred Dervin is Professor of Multicultural Education at the University of Helsinki, Finland and Distinguished and Visiting Professor at different universities around the world. Dervin has written extensively about interculturality in (teacher) education, proposing to systematise the use of critical and reflexive perspectives. Mei Yuan is Associate Professor at the School of Education, Minzu University of China. Yuan has led many research projects on Minzu and intercultural education and is recipient of many awards for her contributions to 'minority' education. Sude is Professor at the School of Education, Minzu University of China. His research interests include multicultural education, diversity in teacher education and intercultural competence in superdiverse institutions and he is considered as one of the most influential scholars in the field of Chinese Minzu education. Ning Chen is Lecturer at Tianjin Academy of Fine Arts (China) and Visiting Scholar at the Faculty of Educational Sciences of the University of Helsinki, Finland. Chen specialises in diversity in higher education. .

This exploratory article represents an attempt to examine and problematize the links between the COVID-19 crisis and interculturality for education. Aiming at teacher educators, we review problems with the notion of interculturality in light of the crisis. We argue that these problems
were not created by the crisis, but that the crisis unveiled them. In the first part of the article we suggest that these issues should be approached by looking into interculturality (and companion terms such as "democracy" and "equality") as an ideology that deserves
deconstructing, unthinking, reconstructing and rethinking. We also describe the problems triggered by this ideology: the need to shift from "dead imagination" (culture, difference, etc.) to unearthing the "groundwater" of the economy and globalization in the way interculturality
functions. We then propose a set of three principles that could be used by teacher educators to train future teachers to deal with interculturality afresh: "Beyond comparison", "The mirror: turning inward", and "Questioning the unquestionables".