Where Do You Stand? - Intercultural Learning and Political Education in Contemporary Europe

Where Do You Stand? - Intercultural Learning and Political Education in Contemporary Europe

 

 

 

von: Yael Ohana, Hendrik Otten

VS Verlag für Sozialwissenschaften (GWV), 2012

ISBN: 9783531943268

Sprache: Englisch

256 Seiten, Download: 2913 KB

 
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Where Do You Stand? - Intercultural Learning and Political Education in Contemporary Europe



  Table of Contents 5  
  Foreword 8  
  To be an irreproachable member of a flock of sheep, first of all, one must be a sheep. 10  
     Introduction & Acknowledgements 11  
        Intercultural learning at an impasse? 11  
        The contributions to this book 12  
        Acknowledgements 20  
  Part I: Retrospectives 22  
     On the Political Didactics of Intercultural Learning – A Planning Concept for International Youth Work 23  
        Zur politischen Didaktik interkulturellen Lernens – Ein Planungskonzept für internationale Jugendarbeit (Band 1: Otten 1985) 23  
     Political Education: One Step Forward, Two Steps Back? 26  
     Acculturation of Young Foreigners in the Federal Republic of Germany: Problems and Concepts 30  
        Akkulturation junger Ausländer in der Bundesrepublik Deutschland – Probleme und Konzepte (Band 2: Treuheit and Otten 1986) 30  
     ‘25 Years Later’ or On the Sustainability of a Social Scientific Approach to Counselling 33  
     Cultural Identity and Intercultural Learning – On the Particular Problem of Ethnocentrism 37  
        Kulturelle Identität und interkulturelles Lernen – Zum besonderen Problem des Ethnozentrismus (Band 4: Sternecker 1992) 37  
     Back to the Future: A Few Words of Encouragement for Petra Sternecker’s ‘Cultural Identity and Intercultural Learning’ 40  
     Identity – Communication – Interaction 43  
        Identität – Kommunikation – Interaktion 43  
     Intercultural Dialogue Today? 46  
        Intercultural learning today 47  
     European Civil Society: An Open Societal Model for Young People in Europe? 51  
        Die europäische Bürgergesellschaft – geschlossene Gesellschaft oder offener Zukunftsenwurf für Jugendliche in Europa? 51  
     Eurospeak – Rhetoric, Politics and Young People in Europe 54  
        Different speeds, growing distance 54  
        The dilemma of being in or out 55  
        Everybody needs to learn – not just the young people 56  
     Citizenship and Multiculturalism: Rethinking Equality, Rights and Diversity in Contemporary Europe 58  
        Staatsbürgerschaft und Multikulturalismus: Neue Ansätze in Bezug auf Gleichstellung, Rechte und Vielfalt im Europa von Heute (Band 6: O’Cinneide 2004) 58  
     Rethinking Equality Again: Regression Masked as ‘Progress’ 63  
     Valorising Civic Engagement in Europe: ‘Political Education’ in a Balancing Act Between Aspirations and Realities 67  
        Die Förderung bürgerschaftlichen Engagements in Europa: politische Bildung im Spagat zwischen Wünschen und Wirklichkeiten (Band 6: Chisholm 2004) 67  
     ‘Political Education’ Between Aspirations and Realities: Another Decade Bites the Dust 73  
  Part II: Contemporary Reflections 77  
     Intercultural Education: Learning Empathy to Transgress54 78  
        Introduction 78  
        Intercultural learning and critical pedagogy 79  
           Tolerance of ambiguity 82  
           Diatopic hermeneutics 84  
           Intercultural learning and social change 86  
        Intercultural dialogue 89  
        A new impetus for intercultural learning 91  
        Dealing with historical injustice 91  
        Breaking political silences 92  
     Intercultural Education from a Global Perspective: Caught Between Universalism and Contextualisation 95  
        Introduction 95  
        Intercultural education outside Europe 98  
        Intercultural education in indigenous contexts 100  
        The influence of black movements 101  
        The influences of popular movements and popular education 102  
        Politically correct ‘functional interculturalism’ 103  
        Interculturality with equality 104  
        Critical and de-colonial intercultural education 105  
        Learning from practice on other continents 107  
        Intercultural education as part of other value-based educations 108  
        Intercultural learning in emerging non-formal education practice 110  
        Reflections on intercultural education and social change outside Europe 114  
        Which direction should intercultural education in Europe and Latin America take? 116  
     A School of Democracy? Civil Society and Youth Participation in the Multicultural Europe 121  
        Expectations: what civil society has to offer young people 122  
        Young people in civil society: a reality check 129  
        A catalogue of obstacles 137  
        Conclusion: re-politicising civil society 144  
     After the ‘Failed Experiment’: Intercultural Learning in a Multicultural Crisis 147  
        Introduction: ‘no more apologies’ 147  
        The familiar problems of culture 153  
        The culture in interculturalism: fluid, and static 155  
        Culture, race, difference. 157  
           The new racism is, thus, a theory of what Barker calls 160  
        The failed experiment 161  
           Right populism 163  
        Conclusion: the politics of modesty in a culturally literate age 165  
  Part III: Perspectives 167  
     A New Intercultural Learning Concept for the European Youth Sector? 168  
        Introduction 168  
        For more rigour in intercultural education 173  
           To achieve this goal, we must 184  
           In partial answer to these questions he puts forward that 185  
           According to Habermas, the primary opportunity for this arises 191  
        On the purpose/s of intercultural learning 193  
           Mustapha Chérif puts it like this, 194  
           As Henry A. Giroux points out 194  
           As Hendrik Otten has observed, 198  
           Henry A. Giroux puts it this way, 199  
        On the contents of intercultural learning 203  
        On the methodology of and methods used in intercultural learning 206  
           As Laimonas Ragauskas, a European level youth work practitioner, has rightlyobserved 207  
           Rather as Titley points out 214  
        On the competencies of those facilitating intercultural learning 215  
           As Otten has put it in the latest revision of the ‘Ten Theses’, 215  
           We will deal with what we mean by each of these in some detail in the following: 218  
           Writing in this relation in 1963 (!), Theodore Adorno said 219  
        Conclusion 222  
           Henry A. Giroux sums up what is at stake as follows 223  
  Epilogue 225  
     London’s Burning 226  
  About the Contributors 230  
     About the Contributors 231  
  Glossary 237  
     Glossary of terms and concepts recurrently used 238  
  Bibliography 242  
     Bibliography 243  

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