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Lends a critical decolonizing lens to intercultural communication
research Brings together perspectives on how forms of education
embedded in the arts and humanities can open up intercultural
understanding among young people in conditions of conflict and
protracted crises The volume offers intercultural resources that
can be used by researchers and community support groups to foster
active intercultural communication, dialogue, participation, and
responsibility among young people in these settings and those who
may be marginalised from them.
From an international, research-led perspective, this book explores
how languages are foregrounded in education in different countries
and educational sectors, and among different groups of people in
contexts of migration. It is concerned with the movement of people
and their languages as they migrate across borders, and as
languages-and their speakers-are under threat, pressure and pain,
even to the point of being silenced. The contributors explore the
multilingual possibilities and opportunities that these situations
present. For example: where children's education is neglected
because of displacement or exclusion; or in classrooms where
teachers and educational leaders seek to meet the needs of all
learners, including those who are new citizens, refugees, or asylum
seekers. Together, the findings and conclusions emerging from these
studies open up a timely space for interdisciplinary,
inter-practitioner, and comparative researcher dialogue concerning
languages and intercultural education in times of migration.
Originating from an Arts and Humanities Research Council funded
project "Researching multilingually at the borders of language, the
body, law and the state", this book provides readers with a natural
impetus for exploring how languages and their speakers create new
imaginaries and new possibilities in educational contexts and
communities, as people engage with one another in and through these
languages. This book was originally published as a special issue of
Language and Intercultural Communication.
'Intercultural dialogue', as a concept and ideology in the European
Union, stimulates a rational 21st century society where people can
engage in (intercultural) communication on a global scale, and can
do so openly and freely in conditions of security and mutual
respect. Intercultural dialogue connotes dialogic communication
that is peaceful, reconciliatory, and democratic. Yet the term and
its accompanying rhetoric belie the intercultural communicative
undercurrents and their manifestations that people encounter in
their daily lives. The research-informed chapters in this book,
which are situated in international contexts, provide more nuanced
understandings, and many even challenge this non-critical ideology
by suggesting that the concept of intercultural dialogue is
inoperable and problematic under the present conditions of
globalisation and migration, where there exists conflict,
vulnerability, and instability. The different theoretical
perspectives and analyses presented by the authors are a reminder
that researchers in the field of intercultural communication
require robust and appropriate theories, methods, and pedagogies in
order to research these complex conditions and contexts,
particularly where different languages and identities are present.
The book is also a reminder of how context and power both (re)shape
and contest the central tenets of intercultural dialogue-in
particular, of who speaks for whom, when, how, and under what
circumstances and conditions. This book was originally published as
a special issue of Language and Intercultural Communication.
From an international, research-led perspective, this book explores
how languages are foregrounded in education in different countries
and educational sectors, and among different groups of people in
contexts of migration. It is concerned with the movement of people
and their languages as they migrate across borders, and as
languages-and their speakers-are under threat, pressure and pain,
even to the point of being silenced. The contributors explore the
multilingual possibilities and opportunities that these situations
present. For example: where children's education is neglected
because of displacement or exclusion; or in classrooms where
teachers and educational leaders seek to meet the needs of all
learners, including those who are new citizens, refugees, or asylum
seekers. Together, the findings and conclusions emerging from these
studies open up a timely space for interdisciplinary,
inter-practitioner, and comparative researcher dialogue concerning
languages and intercultural education in times of migration.
Originating from an Arts and Humanities Research Council funded
project "Researching multilingually at the borders of language, the
body, law and the state", this book provides readers with a natural
impetus for exploring how languages and their speakers create new
imaginaries and new possibilities in educational contexts and
communities, as people engage with one another in and through these
languages. This book was originally published as a special issue of
Language and Intercultural Communication.
This book offers a unique understanding of how researchers'
linguistic resources, and the languages they use in the research
process, are often politically and structurally shaped and
constrained, with implications for the reliability of the research.
The chapters are written by both experienced and novice
researchers, who examine how they negotiated the use of their own,
and others', linguistic and communicative resources when
undertaking their research in politically-charged, and
linguistically and culturally diverse contexts. The contributing
authors are either from the Global South, or engaged in work which
is contextualised within the Global South; or they face linguistic
structural hegemonies in the Global North which challenge their
research processes. They utilise diverse theoretical,
methodological and disciplinary approaches to produce a collection
of engaging and accessible accounts of researching multilingually
in their contexts. These accounts will help readers to make
theoretically and methodologically informed choices about the
political dimensions of languages in their own research when
researching multilingually.
'Intercultural dialogue', as a concept and ideology in the European
Union, stimulates a rational 21st century society where people can
engage in (intercultural) communication on a global scale, and can
do so openly and freely in conditions of security and mutual
respect. Intercultural dialogue connotes dialogic communication
that is peaceful, reconciliatory, and democratic. Yet the term and
its accompanying rhetoric belie the intercultural communicative
undercurrents and their manifestations that people encounter in
their daily lives. The research-informed chapters in this book,
which are situated in international contexts, provide more nuanced
understandings, and many even challenge this non-critical ideology
by suggesting that the concept of intercultural dialogue is
inoperable and problematic under the present conditions of
globalisation and migration, where there exists conflict,
vulnerability, and instability. The different theoretical
perspectives and analyses presented by the authors are a reminder
that researchers in the field of intercultural communication
require robust and appropriate theories, methods, and pedagogies in
order to research these complex conditions and contexts,
particularly where different languages and identities are present.
The book is also a reminder of how context and power both (re)shape
and contest the central tenets of intercultural dialogue-in
particular, of who speaks for whom, when, how, and under what
circumstances and conditions. This book was originally published as
a special issue of Language and Intercultural Communication.
This book offers a unique understanding of how researchers'
linguistic resources, and the languages they use in the research
process, are often politically and structurally shaped and
constrained, with implications for the reliability of the research.
The chapters are written by both experienced and novice
researchers, who examine how they negotiated the use of their own,
and others', linguistic and communicative resources when
undertaking their research in politically-charged, and
linguistically and culturally diverse contexts. The contributing
authors are either from the Global South, or engaged in work which
is contextualised within the Global South; or they face linguistic
structural hegemonies in the Global North which challenge their
research processes. They utilise diverse theoretical,
methodological and disciplinary approaches to produce a collection
of engaging and accessible accounts of researching multilingually
in their contexts. These accounts will help readers to make
theoretically and methodologically informed choices about the
political dimensions of languages in their own research when
researching multilingually.
This book investigates the cultural and intercultural aspects of
English as a Lingua Franca (ELF). Authors discuss how 'culture' and
the 'intercultural' can be understood, theorised and
operationalised in ELF, and how the concepts can be integrated into
formats of ELF-oriented learning and teaching. The various cultural
connotations are also discussed (ideological, political, religious
and historical) and whether it is possible to use and/or teach a
lingua franca as if it were culturally neutral. The chapters
consider the communication and pedagogical implications of the
cultural and intercultural dimensions of ELF and offer suggestions
for new directions in ELF research, pedagogy and curriculum
development.
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