Suchergebnisse

Anglų priskirtis britams dėl dažno šių objektų neskyrimo nurodo ir anglų identitetą, kuris dažnai išskiriamas kaip toks. Kol Škotija, Velsas ir Šiaurės Airija turėjo galimybių konstruoti stiprų vietos identitetą supriešinant jį su anglų identitetu, Anglija, be jokio atitikmens Kitiems, niekuomet nesiekė pristatyti savęs taip kaip tą darė Škotija ir Velsas. To priežastis ta, kad daugelis elementų, sudarančių kritiškąjį identitetą, kurį anglai sau priskyrė ilgus metus, prarado savo tinkamumą (šiandienos atitikimą).Šiame straipsnyje yra teigiama, kad yra galimybių išspręsti Anglijos identiteto krizę: Britanija kaip šalis visuomet gebėdavo savo visuomenėje tinkamai integruoti skirtingų kultūrų atstovus. Jei Anglija galėtų save pristatyti kaip pilietišką, ne etiškai britišką, kaip ji buvo suvokiama ilgus amžius, krizė gali tapti kitokia, pasikeitimo pradžia, įtraukti ir kosmopolitišką visuomenę, kuri skatina ne žmonių atskirtį (išryškina skirtumus), tačiau priima ir kultūrų skirtumus, kurie yra svarbūs kuriantis bendrai kultūrai, kuri gali būti sukurta mokantis kritiškai vertinti ir peržiūrėti istoriją. Tai padėtų piliečiams, laikantis emocionalumo, įsitraukti ir dalytis socialiniu ir kultūriniu Britanijos paveldu.Changing Englishness: In search of national identity*Elke Schuch
SummaryThe subsumation of Englishness into Britishness to the extent that they were often indistinguishable has contributed to the fact that at present an English identity is struggling to emerge as a distinct category. While devolved Scotland, Wales and Northern Ireland have been able to construct a strong sense of local identity for themselves in opposition to the dominant English, England, without an equivalent Other, has never had to explain herself in the way Scotland or Wales have had to. But now, faced with the after-effects of globalisation, devolution and an increasingly cosmopolitan and multicultural society as a consequence of de-colonisation and migration, the English find it difficult to invent a postimperial identity for themselves. This paper argues that there are chances and possibilities to be derived from the alleged crisis of Englishness: Britain as a nation-state has always accommodated large numbers of non-English at all levels of society. If England manages to re-invent itself along the lines of a civic, non-ethnic Britishness with which it has been identified for so long, the crisis might turn into the beginning of a more inclusive and cosmopolitan society which acknowledges not just the diversification of the people, particularly the legacy of the Empire, but also realises that the diversity of cultures has to be accommodated within a common culture. Such a common culture can be developed and nurtured by teaching a critically re-assessed history syllabus which would enable citizens to emotionally engage with and share in the social and cultural heritage of Britain.Key words: national identity, Englishness, multiculturalism, ethnicity, immigration

Abstract
The paper will outline a research project based on the analysis of diary entries written by a multinational cohort of German, Polish, Chinese and US-American Master students during a time span of 15 months as part of the course requirements for a module entitled "Applied Intercultural Communication" in the MA "International Management and Intercultural Communication / GlobalMBA". The diary-writing project, which was started in 2013, is intended to serve two main purposes:



For the students, the diaries will be a tool and personal "learning log" to gain greater awareness of their own cultural values and to critically reflect on the process of cultural adjustment (or lack thereof) and the experience of travelling, living and studying with a multinational cohort in four foreign countries. In this way, the diaries also represent a dynamic scenario of the students' acculturation process at various points of their studies.


We, as researchers, educators and program developers, want to explore how this experience-based approach allows us to chart a student's development and attitudinal shifts from the beginning to the end of a 15-month program, both in terms of personal growth and intercultural learning. Consequently, the diaries are intended to serve as a tool to discover and assess which aspects of human experience are globally shared and observable and which areas require the students to undergo processes of cultural localization and adaption in order to function adequately in new cultural environments.



Students are encouraged to observe, monitor and report on any culturally defined and "different" situation without being judgemental. Moreover, students are required to specifically report on the process of team/cohort building and on ways of dealing with criticism, disappointment, conflict and "Otherness". The findings of our qualitative research will be fed back into the process of further curriculum integration and development.