National images and intercultural dialogue in Southeast Europe

Abstract

On the basis of the constructivist and discourse approaches, this paper views national image as a multifaceted socialpsychological construct, representing both the self-concept of nationality and the attitudes of non-members towards it. National self-image is stored in collective memory and crystallized in collective self-narratives. In Southeast Europe, these are the three major discourses of self, other and the Balkans. Strong prejudices towards neighbouring nationalities are paradoxically combined with a sense of Europeanness and Eurocentrism in the peninsula. This means that European identity does not necessarily rival national identity, but under certain circumstances may even underline and strengthen it. Finally the paper sees intercultural education and intercultural marketing as the two main goals of intercultural dialogue in the region.     

Qur’anic education and non-confessional RE: an intercultural perspective

ABSTRACT

This article focuses on the reported experiences of Muslim students that regularly shift between Muslim ‘supplementary education’ (including its traditional confessional focus on learning to read Arabic and then memorise and recite the Qur’an) and mainstream school education (including its ‘inclusive’ form of religious education’). The aim has been to better comprehend how these students make sense of this dual educational experience while negotiating the knowledge, skills, and values that are taught to them by two often seemingly disparate institutions. A further aim is to place our findings within the growing field of intercultural education. Though both types of education are often thought to be distinct and oppositional – the former as non-confessional and ‘modern’, the latter as confessional and ‘outmoded’ – both English and Swedish students were able to identify a degree of symbiosis between the two, particularly in relation to the process of memorisation. Thus, it became increasingly clear to the researchers that Muslim student reflection on their participation in both traditions of education had an intercultural dimension in the sense of encouraging dialogue and discussion across educational cultures prompting new knowledge and understanding. This article lays out some of the evidence for this conclusion.     

跨文化视角下中西方商业广告的翻译

商业广告作为宣传推销产品的信息媒介,被企业广泛使用。在世界经济全球化的背景下,商业广告翻译作为一种跨文化商业交际活动变得越来越重要。由于中西方文化之间存在着巨大的差异,因此商业广告的翻译必须充分考虑文化差异因素。该文从文化心理差异、价值观念差异和审美情趣差异三个方面,对中西方商业广告的翻译进行跨文化分析,研究这些文化差异对广告翻译的影响,帮助译者提高商业广告翻译的跨文化意识。     

Teaching for transformation: converting the intercultural experience of preservice teachers into intercultural learning

Fostering intercultural learning among preservice teachers has become increasingly important. This article describes the results of a three-year study of semester-long projects in which cohorts of undergraduate education majors (N = 41) engaged with first-semester international students and were asked to reflect on becoming involved participants in a linguistically and culturally diverse learning community. The findings reveal the transformative effect of intercultural encounters on future teachers.     

Developing the critical intercultural class-space: theoretical implications and pragmatic applications of critical intercultural communication pedagogy

Teaching intercultural communication presents pedagogical challenges due to the breadth and depth of the discipline and its recent critical turn. Teaching it with a social justice mission, and guiding students to understand critical and postcolonial approaches to its practice, requires complex and multifaceted approaches so as not to oppress or misrepresent marginalised populations. This essay addresses critical intercultural communication pedagogy as a shared system of knowledge among teachers and students, all participants in the cyclical process of learning. Critical intercultural communication pedagogy is presented from a Freirean perspective, as shared ownership of knowledge, including didactic, experiential and reflexive approaches to learning, with educational outcomes that include empathy, connection and ethical responsibilities towards social justice globally and locally. First, several definitions and theoretical perspectives are traced. Next, three short case studies of critical intercultural communication pedagogy (CICP) present varying approaches to teaching critical intercultural issues across diverse populations. Each of the studies is analysed for how the application of different CICP and cosmopolitan pedagogical activities impacts educational outcomes and processes for intercultural students. Finally, several recommendations are given for future scholarship, along with a concluding remark that describes the work’s contribution to critical intercultural communication pedagogy and to the discipline as a whole.     

Social workers and intercultural mediators: challenges for collaboration and intercultural awareness

ABSTRACT

Social work in Europe is facing numerous challenges in terms of promoting the participation of migrants and their descendants in super-diverse societies. This study investigates collaboration between social workers and intercultural mediators based on international debate and fieldwork in Italy. Does social work require collaboration with other professions specialised in intercultural relations? What are the characteristics of intercultural professionals? What are the pros and cons of collaboration between social workers and intercultural mediators? This study shows that local social services need to work with intercultural mediators, allowing local social services to implement various strategies for tackling cultural and linguistic barriers with their clients and rely on professionals inside or outside their own. Furthermore, intercultural mediators tend to have weak and heterogeneous training backgrounds and working conditions. This article aims to contribute to the debate on the welfare reform process to support migrants and their descendants’ equal rights and participation in society, highlighting the need for collaboration between interculturally aware social workers and intercultural mediators to tackle institutional structural weaknesses in such professions as part of an organisational innovation process in social-welfare institutions.     

In/visible dimensions: framing the intercultural communication course through a critical intercultural communication framework

This article highlights how course material on ‘culture’ and ‘intercultural communication’ faces a distinctive challenge in crafting an engaged power‐focused positionality for students. I discuss the importance of incorporating a ‘critical intercultural communication perspective and practice’ into an upper‐division diversity/intercultural communication course in the US academic context.     

In search of the intercultural

Books reviewed in this article:
Fred E. Jandt, Intercultural Communication: An Introduction
Young Yun Kim, Becoming Intercultural: An Integrative Theory of Communication and Cross-Cultural Adaptation
Tony Schirato and Susan Yell, Communication and Culture: An Introduction
Ron Scollon and Suzanne Wong Scollon, Intercultural Communication: A Discourse Approach     

Minding the gap: places of possibility in intercultural classrooms

Drawing on performative public pedagogies, Sudanese young women have co-created ethno-cinematic films in order to reflect on their prior schooling, ongoing resettlement in the West, representations in the media, and offer advice to newly arriving African young women and the education system itself.     

Building research capacity for social work practitioners: a regional perspective

This article explores the research experiences, interests and capacity of social work professionals working as frontline workers and managers in human service organizations in regional South Australia. It also draws attention to social work practice issues requiring further investigation as identified by these professionals. The research data for this paper were collected using quantitative and qualitative methods. Quantitative data provided evidence to show the extent of research interests among social work practitioners in the region. Qualitative data added depth to the findings by identifying social work practice issues as described by research participants. The study revealed that few participants had any research experience; however, the majority felt the need to undertake research, expressed interest in research training and a desire to be involved in research projects. These findings have implications for higher education providers in the social work discipline. They draw attention to the importance of better preparing students for research in practice, and also for schools of social work to actively engage in building research capacity and output in regional Australia.

Abbreviations: Frontline social work professionals (FLSWP); The Australian Association of Social Workers (AASW)     

Bullying in children and adolescents: a healthcare perspective

Abstract

Bullying is a well-known problem among children, adolescents and young adults in USA. It has been associated with subsequent development of violent behaviors. In this article we are reviewing the medical and clinical aspects of bullying in children and adolescents, as well as providing recommendations to minimize its impact.     

Despite the crisis: The resilience of intercultural nationalism in Catalonia

Interculturalism provides the core framework for immigration‐related policies in Catalonia, while remaining deeply intertwined with Catalan nationalism. We first identify ‘intercultural nationalism’ as the core doctrine through which Catalan nationalist discourse has been articulated in relation to immigration. We trace interculturalism's origins to nationalism in Quebec and argue that, in Catalonia also, regional immigration policies have been constructed in opposition to those of the central state, while attempting to involve immigrants closely in subnational belonging and social cohesion. Second, we investigate whether interculturalism is durable during economic and political crises, arguing that intercultural policies did not change following the economic recession of the 2010s. This harmonises with broader interpretations that de‐emphasise the role of economic factors in ethnic conflicts. In conclusion we note how the continuing resilience of interculturalism in Catalan policies on immigration contrasts sharply with the rise of xenophobia elsewhere.     

Exploring the foundations of the intercultural policy paradigm: a comprehensive approach

In this second decade of the twenty-first century, interculturalism is emerging as a new policy paradigm to deal with diversity dynamics. It is basically viewed as a set of policies sharing one basic idea: that the interaction among people from different backgrounds matters. Its concerns are to intervene politically and to propose a way to manage the dynamics of diversity, based on exchange and interpersonal relations. I propose exploring a foundational internal debate, based on the premise there are at least three different, but complementary, normative strands: contractual, cohesion and constructivist strands. My ultimate purpose is to defend a comprehensive view, grounded on the argument that no one can have the sole authority to define intercultural policy, since the three strands can be applied at different moments, according to different purposes. The challenge is for policy managers to be able to achieve a balance between the three policy drivers.     

Brief psychotherapy with children and adolescents: A developmental perspective

There are factors inherent in the developmental process that make brief therapy a particularly viable intervention for infants, children, adolescents and young adults. A more explicit examination of developmental principles can provide a foundation for better understanding the potential and the efficacy of brief psychotherapy for patients in these age ranges. A case example illustrates these ideas.Clinical Social Worker, Student Counseling and Resource Service, University of Chicago; and in private practice in Chicago.     

Transgender children and youth: a child welfare practice perspective

Using an ecological framework, the existing literature and research, and the authors' combined 60 years of clinical practice with children, youth, and families, this article examines gender variant childhood development from a holistic viewpoint where children, youth, and environments are understood as a unit in the context of their relationship to one another. The focus is limited to a discussion about the recognition of gender identity; an examination of the adaptation process through which gender variant children and youth go through to deal with the stress of an environment where there is not a "goodness of fit"; and a discussion of the overall developmental tasks of a transgender childhood and adolescence. Recommendations for social work practice with gender variant young people are presented in the conclusion of the paper.     

Culturally responsive online design: learning at intercultural intersections

Abstract

This article presents evidence-based guidelines to inform culturally responsive online learning design in higher education. Intercultural understanding is now a recognised core learning outcome in a large majority of Canadian public universities; however, supporting design methodology is underdeveloped, especially in online contexts. Our search for valid intercultural learning design criteria began with two questions: What is the research evidence for learning design practices that support intercultural learning? In what ways do current course design rubrics address intercultural learning? For answers, first we explored recent literature reviews, articles, books, professional discourse on cultural aspects of learning, and the related internationalisation and Indigenous literatures on formal learning. Next, we examined three course design rubrics commonly used in Canada to identify practice supports and gaps in relation to the literature. Various research-indicated supports are present in these rubrics; however, major gaps include critical and holistic pedagogies, explicit intercultural learning outcomes, and intentional diversity group work. The proposed guidelines synthesise key research-indicated supports for intercultural learning and show how they can be integrated in core online course design components. The guidelines present a base for online design methodology to support intercultural learning and enable formative evaluation of pedagogy, learning activity and assessment applications.