Overview
- Proposes concepts and ideas to move further in problematizing interculturality in education
- Urges the reader to benefit from input from interdisciplinarity and the arts to rethink interculturality
- Introduces global approaches to interculturality that have been neglected in scholarship of interculturality
Part of the book series: SpringerBriefs in Education (BRIEFSEDUCAT)
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Table of contents (7 chapters)
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Front Matter
Keywords
- Critical Approaches to Interculturality
- Intercultural Communication Education
- Interculturalising Interculturality
- Polycentric Perspectives
- Intercultural Competence
- Decolonizing Interculturality
- Democratic Culture
- Western Ideologism
- Multipolar Order
- Global Stage
- Dominating Voices
- Conflict and Dissensus
- Economic Forces
- Supranational Institutions
- Power Relations
- Beyond Positivist Objectivity
About this book
This book explores the notion of interculturality in education and supports scholars in their discovery of the notion. Continuing the author’s previous work, the book urges (communication) education researchers and educators to 'interculturalize' interculturality. This book corresponds to the authors’ endeavor to complexify the way interculturality is discussed, expressed, (co-)constructed and advocated in different parts of the world and in different languages. To interculturalize interculturality is to expand the way we deal with the notion as an object of scientific and educational discourse, noting the dominating voices and allowing for silenced voices that are rarely heard around interculturality to emerge.
This book is based on broken realities and (the authors’) rebellious dreams. As two researchers and educators with a long experience examining discourses of interculturality, this book represents the authors’ program for the future of intercultural communication education. The book is divided into three 'tableaus' (living descriptions) depicting today’s 'broken' realities of interculturality and two 'rebellious' dreams of what it could be in research and education.
This book is based on broken realities and (the authors’) rebellious dreams. As two researchers and educators with a long experience examining discourses of interculturality, this book represents the authors’ program for the future of intercultural communication education. The book is divided into three 'tableaus' (living descriptions) depicting today’s 'broken' realities of interculturality and two 'rebellious' dreams of what it could be in research and education.
Reviews
With this refreshing take on interculturality, Dervin and Jacobsson invite researchers and educators alike to abandon the ‘monotonous monotony of interculturalspeak’ and to think outside the box of established ideas and methodologies that have now become hegemonic. This is an engaging and much needed book that will inspire interculturalists to rethink and to reimagine what it means to be reflexive and critical, and to challenge Eurocentric assumptions still plaguing much intercultural research.
Giuliana Ferri, Department of Education, Brunel University London, UK
Beyond offering an invitation to think, this generous book advocates pluralizing our ways of working on the question of interculturality, inter-subjectively, employing the human sciences, and applying the notion to our educational practices (and vice versa). The book represents an inspiring program, structured by the two authors in an original way throughout. By weavingtogether different genres (syntheses, essays, dreams, dialogue, schematizations and even a decisive ‘brushstroke’), they invite the readers in their turn to take the risk of making their voices and their multiple languages heard differently for “interculturalizing interculturality” sustainably in the first quarter of the 21st century.
Muriel Molinié, Sorbonne University (EA 2288 DILTEC), France
This timely contribution from two leading critical scholars in intercultural communication education is an engaging appeal for the field to move beyond the hegemony of existing Western or Euro-centric normative paradigms of interculturality, giving insights into how this might be done. The book proposes a fundamentally anti-positivist, critical approach, aiming to upset existing power relations in the field even among critical scholars by taking into account the multiple voices still too often suppressed, from variousdisciplines and areas of life experience, in a “multipolar” or a “polycentric” fashion. Dervin and Jacobsson’s plea to depict and construct “the interculturality of interculturality” will resonate with all those who wish to decentre current ideologies in the field, to go further in understanding and seeking to confront, with intellectual humility, dissonant voices and visions from around the world.
Alex Frame, University of Burgundy, France
Dervin and Jacobsson shed light on the complex notion of interculturality. By bringing up how interculturality is discussed, co-constructed and advocated in different parts of the world and in different languages, they urge the readers to question their own ideologies. Beautifully framed into three tableaux and two dreams, the book is inspiring, and calls for more authentic curiosity and interdisciplinarity.
Annelise Ly, Norwegian School of Economics, Norway
Authors and Affiliations
About the authors
Fred Dervin is Professor of Multicultural Education at the University of Helsinki (Finland). He is Director of the TENSION research group (diversities and interculturality in education). Dervin also holds several distinguished and visiting professorships in Australia, Canada, China, Luxembourg, Malaysia and Sweden. Prof. Dervin specializes in intercultural education, the sociology of multiculturalism and student and academic mobility. He has widely published in different languages on identity, the “intercultural” and mobility/migration (over 150 articles and 60 books). His latest books include: Dervin, Sude, Yuan & Chen (2022) Interculturality East and West: Unthink, Dialogue, Rethink (Springer); Dervin & Yuan (2021) Revitalizing Interculturality, Minzu as a Companion (Routledge); Dervin & Jacobsson (2021) Teacher Education for Critical and Reflexive Interculturality (Palgrave MacMillan); Dervin & Simpson (2021) Interculturality and the Political within Education (Routledge).
Andreas Jacobsson is a Senior Lecturer at the University of Gothenburg, Sweden. Jacobsson’s research is primarily focused on intercultural communication education; interculturality and teacher education; early childhood education; intercultural film; intercultural philosophy and epistemology. His latest publications (both with F. Dervin): Teacher Education for Critical and Reflexive Interculturality (Palgrave Macmillan, 2021) and Interculturaliser l'interculturel (L'Harmattan).
Andreas Jacobsson is a Senior Lecturer at the University of Gothenburg, Sweden. Jacobsson’s research is primarily focused on intercultural communication education; interculturality and teacher education; early childhood education; intercultural film; intercultural philosophy and epistemology. His latest publications (both with F. Dervin): Teacher Education for Critical and Reflexive Interculturality (Palgrave Macmillan, 2021) and Interculturaliser l'interculturel (L'Harmattan).
Bibliographic Information
Book Title: Intercultural Communication Education
Book Subtitle: Broken Realities and Rebellious Dreams
Authors: Fred Dervin, Andreas Jacobsson
Series Title: SpringerBriefs in Education
DOI: https://doi.org/10.1007/978-981-19-1589-5
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022
Softcover ISBN: 978-981-19-1588-8Published: 24 April 2022
eBook ISBN: 978-981-19-1589-5Published: 23 April 2022
Series ISSN: 2211-1921
Series E-ISSN: 2211-193X
Edition Number: 1
Number of Pages: XI, 92
Number of Illustrations: 11 b/w illustrations, 8 illustrations in colour
Topics: Sociology of Education, Educational Philosophy, Media and Communication