Interculturalists in Search of Common Ground: From Cross-Talk to Dialogue (plenary) Liisa Salo-Le... more Interculturalists in Search of Common Ground: From Cross-Talk to Dialogue (plenary) Liisa Salo-Lee The relationship between culture and communication is the core of Intercultural Communication research agenda. The concept of ´culture´ varies, however, depending on the many approaches which this multidisciplinary field of investigation is made of. Increasing global and local multiculturalism, mobility, development of technology, among others, are challenging and changing our understanding of how cultural influences are manifested in communication, and what does it take to be interculturally competent today. We are moving from the essentialistic views of culture to more constructivistic approaches, questioning the earlier conceptual bases, metaphors and terminology. While looking for the new scientific paradigms, models and tools for practical applications, we are engaging, true to our academic traditions of the argument model of public discourse, in the polarizations of the same kind we are accusing our predecessors-those "essentialists"-for. The field of Intercultural Communication has reached the age of maturity as an academic field of its own. Would it not be time for us interculturalists now to move from the "argument culture" to a culture of dialogue? To walk the talk? To make Intercultural Communication truly to a field which would make an impact, also in practice? Panel: Definition of Culture Cultural change and Intercultural Communication Jens Allwood Professional basis for linguistic mediation in procedural acts Karu Katrin and Romasz Erlend Romantšik Although an explosive growth of interest in community interpreting has been noticed among translation researchers in the last few decades, pertinent research is still sporadic. The factors determining the interest in community interpreting are, on the one hand, globalisation, increasing attention to human rights, migration, the emergence of polyethnic communities, and, on the other hand, the need to understand the specific character of communication through an interpreter. Although the status of community interpreting is still often unclear, many researchers consider it an independent type of interpreting and a separate profession (Mikkelson 1996). Although systems for training and accreditation of community interpreters exist in several countries nowadays (Niska 2002; God tolksed 2010), it is impossible to take over the experience of other countries directly, as community interpreting is closely connected with the social and legal policy (Ozolins 2000, 2010) and the established interpreting traditions of each concrete country.
Lewis Grassic Gibbon (James Leslie Mitchell), the author of the acclaimed trilogy A Scots Quair –... more Lewis Grassic Gibbon (James Leslie Mitchell), the author of the acclaimed trilogy A Scots Quair – Sunset Song, Cloud Howe and Grey Granite – is one of the most important Scottish writers of the early twentieth century. This International Companion provides a thorough overview of Gibbon’s writing. Examining his works within the social, political, and literary developments of his time, this volume demonstrates Gibbon’s continuing relevance both in Scotland and internationally.
Introduction The notion of ’intercultural citizenship’ has been proposed by Byram (2014, 2003) to... more Introduction The notion of ’intercultural citizenship’ has been proposed by Byram (2014, 2003) to engage with a situation in which an increasing number of people are raised as ’biculturals’, connecting with multiple communities which can be located in different corners of the world. To Byram interculturality denotes ’dialogue’, citing the 2008 definition provided by the Council for Europe (2014, 86). Building on ideas of intercultural dialogue and competence development, Byram suggests that one revisits more traditional, nation-oriented forms of citizenship education, adding an intercultural dimension to core competences such as social responsibility, community involvement, and political literacy (Byram 2014, 91-92). For a definition of what ’intercultural citizenship’ can involve, Byram cites the Norwegian R Stavehagen (2008, 176):
ABSTRACT The article explores the possibilities for cosmopolitan learning within a site such as t... more ABSTRACT The article explores the possibilities for cosmopolitan learning within a site such as the 23rd World Scout Jamboree. The approach is interdisciplinary, combining a theoretical conceptualisation of ‘cosmopolitan learning’ taken from Intercultural Education with a Cultural Studies focus on the representation of national and global cultures. This inspires an ethnographic exploration of the way that scout organisations and individual participants use artefacts, exhibitions and performances to communicate a sense of national/regional situatedness, world consciousness and interconnectivity. To decode cultural practices a three-layered framework has been employed, drawing on the three elements of national, global, and hybrid/fused culture. Artiklen undersøger, hvilke muligheder en international spejderlejr som den 23. Verdensjamboree giver for ‘kosmopolitansk læring' (Rizvi 2009). Der anlægges et tværfagligt perspektiv, hvor det teoretiske begreb 'kosmopolitansk læring', hentet fra forskning i interkulturel uddannelse, kombineres med et analytisk fokus på kulturel repræsentation af 'det nationale' og 'det globale’. Det giver anledning til en etnografisk afdækning af hvordan spejderorganisationer og enkelte deltagere bruger fysiske objekter, udstillinger og performance til at udtrykke et nationalt og/eller regional tilhørsforhold, en bevidsthed om verden og interkulturelle relationer. Til at understøtte fortolkningen af kulturelle praksisser bruges et begrebsapparat bestående af henholdsvis national, global og hybrid/fusionskultur.
Interculturalists in Search of Common Ground: From Cross-Talk to Dialogue (plenary) Liisa Salo-Le... more Interculturalists in Search of Common Ground: From Cross-Talk to Dialogue (plenary) Liisa Salo-Lee The relationship between culture and communication is the core of Intercultural Communication research agenda. The concept of ´culture´ varies, however, depending on the many approaches which this multidisciplinary field of investigation is made of. Increasing global and local multiculturalism, mobility, development of technology, among others, are challenging and changing our understanding of how cultural influences are manifested in communication, and what does it take to be interculturally competent today. We are moving from the essentialistic views of culture to more constructivistic approaches, questioning the earlier conceptual bases, metaphors and terminology. While looking for the new scientific paradigms, models and tools for practical applications, we are engaging, true to our academic traditions of the argument model of public discourse, in the polarizations of the same kind we are accusing our predecessors-those "essentialists"-for. The field of Intercultural Communication has reached the age of maturity as an academic field of its own. Would it not be time for us interculturalists now to move from the "argument culture" to a culture of dialogue? To walk the talk? To make Intercultural Communication truly to a field which would make an impact, also in practice? Panel: Definition of Culture Cultural change and Intercultural Communication Jens Allwood Professional basis for linguistic mediation in procedural acts Karu Katrin and Romasz Erlend Romantšik Although an explosive growth of interest in community interpreting has been noticed among translation researchers in the last few decades, pertinent research is still sporadic. The factors determining the interest in community interpreting are, on the one hand, globalisation, increasing attention to human rights, migration, the emergence of polyethnic communities, and, on the other hand, the need to understand the specific character of communication through an interpreter. Although the status of community interpreting is still often unclear, many researchers consider it an independent type of interpreting and a separate profession (Mikkelson 1996). Although systems for training and accreditation of community interpreters exist in several countries nowadays (Niska 2002; God tolksed 2010), it is impossible to take over the experience of other countries directly, as community interpreting is closely connected with the social and legal policy (Ozolins 2000, 2010) and the established interpreting traditions of each concrete country.
Lewis Grassic Gibbon (James Leslie Mitchell), the author of the acclaimed trilogy A Scots Quair –... more Lewis Grassic Gibbon (James Leslie Mitchell), the author of the acclaimed trilogy A Scots Quair – Sunset Song, Cloud Howe and Grey Granite – is one of the most important Scottish writers of the early twentieth century. This International Companion provides a thorough overview of Gibbon’s writing. Examining his works within the social, political, and literary developments of his time, this volume demonstrates Gibbon’s continuing relevance both in Scotland and internationally.
Introduction The notion of ’intercultural citizenship’ has been proposed by Byram (2014, 2003) to... more Introduction The notion of ’intercultural citizenship’ has been proposed by Byram (2014, 2003) to engage with a situation in which an increasing number of people are raised as ’biculturals’, connecting with multiple communities which can be located in different corners of the world. To Byram interculturality denotes ’dialogue’, citing the 2008 definition provided by the Council for Europe (2014, 86). Building on ideas of intercultural dialogue and competence development, Byram suggests that one revisits more traditional, nation-oriented forms of citizenship education, adding an intercultural dimension to core competences such as social responsibility, community involvement, and political literacy (Byram 2014, 91-92). For a definition of what ’intercultural citizenship’ can involve, Byram cites the Norwegian R Stavehagen (2008, 176):
ABSTRACT The article explores the possibilities for cosmopolitan learning within a site such as t... more ABSTRACT The article explores the possibilities for cosmopolitan learning within a site such as the 23rd World Scout Jamboree. The approach is interdisciplinary, combining a theoretical conceptualisation of ‘cosmopolitan learning’ taken from Intercultural Education with a Cultural Studies focus on the representation of national and global cultures. This inspires an ethnographic exploration of the way that scout organisations and individual participants use artefacts, exhibitions and performances to communicate a sense of national/regional situatedness, world consciousness and interconnectivity. To decode cultural practices a three-layered framework has been employed, drawing on the three elements of national, global, and hybrid/fused culture. Artiklen undersøger, hvilke muligheder en international spejderlejr som den 23. Verdensjamboree giver for ‘kosmopolitansk læring' (Rizvi 2009). Der anlægges et tværfagligt perspektiv, hvor det teoretiske begreb 'kosmopolitansk læring', hentet fra forskning i interkulturel uddannelse, kombineres med et analytisk fokus på kulturel repræsentation af 'det nationale' og 'det globale’. Det giver anledning til en etnografisk afdækning af hvordan spejderorganisationer og enkelte deltagere bruger fysiske objekter, udstillinger og performance til at udtrykke et nationalt og/eller regional tilhørsforhold, en bevidsthed om verden og interkulturelle relationer. Til at understøtte fortolkningen af kulturelle praksisser bruges et begrebsapparat bestående af henholdsvis national, global og hybrid/fusionskultur.
For the observer of Scottish politics, the Blair years are framed by the devolution referendum in... more For the observer of Scottish politics, the Blair years are framed by the devolution referendum in 1997 and the 300th anniversary of the Union in 2007. Parallel to this runs a cultural development as Scottish politicians and bureaucrats seek to come to terms with the question of what exactly a Scottish parliament looks like in the 21st century. The current paper focuses on the visual dimension to political representation, highlighting how cultural products such as the Mirrales building and the parliament webpages contribute to our understanding of democracy. The discussion will focus on the parliament building and webpages because of their strong, visual message about the (expected) nature of the new Scottish politics. In both cases, the designers have relied on well-established cultural symbols, engaging directly with the democratic traditions of Scotland and the UK. The visual representation of Scottish democracy can be characterised in terms of relationships of continuity and contrast – that is, a celebration of the continuous nature of the Scottish state and an emphasis on the dissimilarity between the Holyrood and Westminster parliaments.
The paper explores the implications of a global knowledge economy for the way we conceptualise an... more The paper explores the implications of a global knowledge economy for the way we conceptualise and communicate knowledge within the fields of higher education and research. The focal point is the author’s own research area of university internationalisation, which is used partly to illustrate the domination of established Anglo-American ideologies, partly to suggest an alternative and more multi-faceted understanding of academic knowledge.
The first part of the paper reflects on the consequences that the current drive towards Anglo-American ‘international’ journals has for the way we think and write about university internationalisation. Departing from the author’s own experience of having to address postcolonial issues because this was considered ‘natural’ by peer reviewers, it is suggested that the so-called ‘global’ knowledge economy can result in a closing rather than an opening of the academic mind.
The second part looks beyond such narrow frameworks, asking what ‘true’ internationalisation means for the knowledge produced and presented in university research and education. Examples from Danish higher education are used to illustrate how university lecturers are affected by and contribute to a changing conception of knowledge. This transformation may manifest itself in relation to the language of knowledge production, the geographical or socio-cultural context of academic disciplines, as well as the range of perspectives acknowledged and rewarded in teaching and research.
The paper explores the implications of a global knowledge economy for the way we conceptualise an... more The paper explores the implications of a global knowledge economy for the way we conceptualise and communicate knowledge within the fields of higher education and research. The focal point is the author’s own research area of university internationalisation, which is used partly to illustrate the domination of established Anglo-American ideologies, partly to suggest an alternative and more multi-faceted understanding of academic knowledge.
The first part of the paper reflects on the consequences that the current drive towards Anglo-American ‘international’ journals has for the way we think and write about university internationalisation. Departing from the author’s own experience of having to address postcolonial issues because this was considered ‘natural’ by peer reviewers, it is suggested that the so-called ‘global’ knowledge economy can result in a closing rather than an opening of the academic mind.
The second part looks beyond such narrow frameworks, asking what ‘true’ internationalisation means for the knowledge produced and presented in university research and education. Examples from Danish higher education are used to illustrate how university lecturers are affected by and contribute to a changing conception of knowledge. This transformation may manifest itself in relation to the language of knowledge production, the geographical or socio-cultural context of academic disciplines, as well as the range of perspectives acknowledged and rewarded in teaching and research.
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Papers by Hanne Tange
The first part of the paper reflects on the consequences that the current drive towards Anglo-American ‘international’ journals has for the way we think and write about university internationalisation. Departing from the author’s own experience of having to address postcolonial issues because this was considered ‘natural’ by peer reviewers, it is suggested that the so-called ‘global’ knowledge economy can result in a closing rather than an opening of the academic mind.
The second part looks beyond such narrow frameworks, asking what ‘true’ internationalisation means for the knowledge produced and presented in university research and education. Examples from Danish higher education are used to illustrate how university lecturers are affected by and contribute to a changing conception of knowledge. This transformation may manifest itself in relation to the language of knowledge production, the geographical or socio-cultural context of academic disciplines, as well as the range of perspectives acknowledged and rewarded in teaching and research.
The first part of the paper reflects on the consequences that the current drive towards Anglo-American ‘international’ journals has for the way we think and write about university internationalisation. Departing from the author’s own experience of having to address postcolonial issues because this was considered ‘natural’ by peer reviewers, it is suggested that the so-called ‘global’ knowledge economy can result in a closing rather than an opening of the academic mind.
The second part looks beyond such narrow frameworks, asking what ‘true’ internationalisation means for the knowledge produced and presented in university research and education. Examples from Danish higher education are used to illustrate how university lecturers are affected by and contribute to a changing conception of knowledge. This transformation may manifest itself in relation to the language of knowledge production, the geographical or socio-cultural context of academic disciplines, as well as the range of perspectives acknowledged and rewarded in teaching and research.