Artículos de revistas: "Interculturalism"

1

Chin, Daryl. "Interculturalism, Postmodernism, Pluralism". Performing Arts Journal 11, n.º 3 (1989): 163. http://dx.doi.org/10.2307/3245434.

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2

Taylor, Charles. "Interculturalism or multiculturalism?" Philosophy & Social Criticism 38, n.º 4-5 (mayo de 2012): 413–23. http://dx.doi.org/10.1177/0191453711435656.

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This essay discusses the difference between the concepts of multiculturalism and interculturalism, both concepts which are current on the Canadian scene. It argues that the difference between the two is not so much a matter of the concrete policies, but concerns rather the story that we tell about where we are coming from and where we are going. In some ways, we could argue that interculturalism is more suitable for certain European countries.

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3

Cody, Gabrielle y Lee Breuer. "Lee Breuer on Interculturalism". Performing Arts Journal 11, n.º 3 (1989): 59. http://dx.doi.org/10.2307/3245427.

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4

Hunter, Mead. "Interculturalism and American Music". Performing Arts Journal 11, n.º 3 (1989): 186. http://dx.doi.org/10.2307/3245436.

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5

Tamagni, Jordan y James Clifford. "Recent Writing on Interculturalism". Performing Arts Journal 11, n.º 3 (1989): 235. http://dx.doi.org/10.2307/3245441.

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6

Daly, Ann y Gayatri Chakravorty Spivak. "Recent Writing on Interculturalism". Performing Arts Journal 11, n.º 3 (1989): 238. http://dx.doi.org/10.2307/3245442.

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7

Cummings, Scott T. y Alessandro Falassi. "Recent Writing on Interculturalism". Performing Arts Journal 11, n.º 3 (1989): 240. http://dx.doi.org/10.2307/3245443.

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8

Robinson, Marc y Martin Banham. "Recent Writing on Interculturalism". Performing Arts Journal 11, n.º 3 (1989): 242. http://dx.doi.org/10.2307/3245444.

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9

Besley, Tina, Michael A. Peters y Jiang Xaioping. "Interculturalism, Ethnocentrism and Dialogue". Policy Futures in Education 9, n.º 1 (enero de 2011): 1–12. http://dx.doi.org/10.2304/pfie.2011.9.1.1.

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10

Klimke, Daniela. "Interculturalism in the Police". European Journal of Policing Studies 2, n.º 4 (junio de 2015): 363–82. http://dx.doi.org/10.5553/ejps/2034760x2015002004003.

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11

Modood, Tariq. "Can interculturalism complement multiculturalism?" Multicultural Education Review 13, n.º 4 (2 de octubre de 2021): 275–84. http://dx.doi.org/10.1080/2005615x.2021.2006115.

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12

Sickle, John B. Van. "Towards Interculturalism in Class". Classical World 91, n.º 1 (1997): 47. http://dx.doi.org/10.2307/4352035.

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13

Woodin, Jane. "Refugees, interculturalism and education". Language and Intercultural Communication 20, n.º 1 (28 de diciembre de 2019): 63–65. http://dx.doi.org/10.1080/14708477.2020.1700597.

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14

Schechner, Richard. "Interculturalism on the Road". TDR (1988-) 35, n.º 1 (1991): 7. http://dx.doi.org/10.2307/1146099.

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15

Modood, Tariq y Nasar Meer. "Interculturalism, Multiculturalism or Both?" Political Insight 3, n.º 1 (28 de marzo de 2012): 30–33. http://dx.doi.org/10.1111/j.2041-9066.2012.00097.x.

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16

Salvadori, Roberto G. "The Difficulties of Interculturalism". European Journal of Intercultural studies 8, n.º 2 (julio de 1997): 185–91. http://dx.doi.org/10.1080/0952391970080206.

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17

O. Khodinova. "France: Attempts at Interculturalism". International Affairs 65, n.º 004 (31 de agosto de 2019): 103–13. http://dx.doi.org/10.21557/iaf.54427403.

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18

Catarci, Marco, Miguel Prata Gomes y Sávio Siqueira. "Refugees, interculturalism and education". Intercultural Education 28, n.º 2 (4 de marzo de 2017): 109–12. http://dx.doi.org/10.1080/14675986.2017.1308647.

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19

Bharucha, Rustom. "Interculturalism and its discriminations". Third Text 13, n.º 46 (marzo de 1999): 3–23. http://dx.doi.org/10.1080/09528829908576776.

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20

Kearney, Amanda. "Interculturalism and Responsive Reflexivity in a Settler Colonial Context". Religions 10, n.º 3 (15 de marzo de 2019): 199. http://dx.doi.org/10.3390/rel10030199.

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This article explores interculturalism in Australia, a nation marked by the impact of coloniality and deep colonising. Fostering interculturalism—as a form of empathic understanding and being in good relations with difference—across Indigenous and non-Indigenous lived experiences has proven difficult in Australia. This paper offers a scoping of existing discourse on interculturalism, asking firstly, ‘what is interculturalism’, that is, what is beyond the rhetoric and policy speak? The second commitment is to examine the pressures that stymy the articulation of interculturalism as a broad-based project, and lastly the article strives to highlight possibilities for interculturalism through consideration of empathic understandings of sustainable futures and land security in Australia. Legislative land rights and land activism arranged around solidarity movements for sustainable futures are taken up as the two sites of analysis. In the first instance, a case is made for legislative land rights as a form of coloniality that maintains the centrality of state power, and in the second, land activism, as expressed in the campaigns of Seed, Australia’s first Indigenous youth-led climate network and the Australian Youth Climate Coalition, are identified as sites for plurality and as staging grounds for intercultural praxis.

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21

Verkuyten, Maykel y Kumar Yogeeswaran. "Interculturalism and the Acceptance of Minority Groups". Social Psychology 51, n.º 2 (marzo de 2020): 135–40. http://dx.doi.org/10.1027/1864-9335/a000404.

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Abstract. Multiculturalism has been criticized and rejected by an increasing number of politicians, and social psychological research has shown that it can lead to outgroup stereotyping, essentialist thinking, and negative attitudes. Interculturalism has been proposed as an alternative diversity ideology, but there is almost no systematic empirical evidence about the impact of interculturalism on the acceptance of migrants and minority groups. Using data from a survey experiment conducted in the Netherlands, we examined the situational effect of promoting interculturalism on acceptance. The results show that for liberals, but not for conservatives, interculturalism leads to more positive attitudes toward immigrant-origin groups and increased willingness to engage in contact, relative to multiculturalism.

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22

Adelman, Howard. "Contrasting Commissions on Interculturalism: TheHijãband the Workings of Interculturalism in Quebec and France". Journal of Intercultural Studies 32, n.º 3 (junio de 2011): 245–59. http://dx.doi.org/10.1080/07256868.2011.565736.

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23

El Ghamari, Magdalena. "INTERCULTURALISM IN CRISIS RESPONSE OPERATIONS". Athenaeum Polskie Studia Politologiczne 56, n.º 4 (31 de diciembre de 2017): 284–310. http://dx.doi.org/10.15804/athena.2017.56.18.

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24

CANTLE, TED. "National Identity, Plurality and Interculturalism". Political Quarterly 85, n.º 3 (julio de 2014): 312–19. http://dx.doi.org/10.1111/1467-923x.12101.

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25

Pitches, Jonathan. "Common Grounds: Theatre and Interculturalism". New Theatre Quarterly 17, n.º 1 (febrero de 2001): 87. http://dx.doi.org/10.1017/s0266464x00014354.

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26

O’Shea, Janet. "Akram Khan: Dancing New Interculturalism". Theatre, Dance and Performance Training 7, n.º 1 (2 de enero de 2016): 121–24. http://dx.doi.org/10.1080/19443927.2016.1148931.

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27

Tarrow, Norma. "Language, interculturalism and human rights". Prospects 22, n.º 4 (diciembre de 1992): 489–509. http://dx.doi.org/10.1007/bf02195694.

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28

Bello, Valeria y Tendayi Bloom. "Interculturalism in Times of Crisis". International Migration 55, n.º 2 (13 de marzo de 2017): 5–9. http://dx.doi.org/10.1111/imig.12260.

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29

Bambara, Celia Weiss. "On locating interculturalism and somatics: Looseness, holding on and swimming". Journal of Dance & Somatic Practices 14, n.º 2 (1 de diciembre de 2022): 217–30. http://dx.doi.org/10.1386/jdsp_00082_1.

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This article addresses how improvisation and somatics are methods of movement research that permit the overlap of Jewish and African diasporic practices and coalitions outside of the bounds of language. Improvisation and somatics are queried as ways of making dance and as shifting spaces of coalition, of standing with others, and standing also for myself as a Jewish woman. I articulate a viewpoint on overlapping diasporas between Jewish and African diasporic populations which is asserted in tandem with analyses of the ways in which diasporas, and interculturalisms, make present for me implicit power dynamics through improvisation, technique and somatic practices. This analysis of my own practices permits a deeper rendering of the plurality of diasporic Jewish female identity as it relates to my body, interculturalism, spirituality, anti-racism and decolonization implicit in somatics, technique and improvisation.

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30

Myhovych, Iryna. "Interculturalism and Higher Education: The Role of Academic Staff in Promoting Campus-Based International Academic Environment". Education and Pedagogical Sciences, n.º 2 (177) (2021): 3–11. http://dx.doi.org/10.12958/2227-2747-2021-2(177)-3-11.

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The paper presents an attempt to articulate the link between the notions of «interculturalism», «internationalization», «collaborative online international learning» as a new educational paradigm enhancing intercultural competence of all actors of educational process within jointly established multicultural academic environment. The focus of empirical research is centered on the «internationalization-at-home» paradigm, which is viewed as the nexus of international and intercultural dimensions integrated into formal, non-formal, and informal learning with the application of digital teaching formats such as international virtual exchange and virtual mobility projects, etc. The analysis has been conducted with regard to the internationalisation process at Slovak higher education based on the empirical data provided by online open platforms of Commenius University in Bratislava, Slovak Republic. The collected data have showed that the enhancement of interculturalism in higher education should be aimed at developing more of an education for all in the spirit of recognizing the differences that exist within the same society, and less an education for different cultures, which would involve isolation of cultural groups. Among the results of the research the ways of achieving interculturality at higher educational institution are highlighted, such as: simultaneous learning of at least two foreign languages; integration in twinning European programmes; obtaining scholarships for academic mobility (including virtual one), etc.

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31

Vukašinović, Aleksa. "Hegel's totality as a necessary challenge for the possibility of achieving interculturalism: Polemical writings". Kultura, n.º 170-171 (2021): 9–27. http://dx.doi.org/10.5937/kultura2171009v.

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The paper presents a polemical examination of the possibility of achieving interculturalism in the context of Hegel's totality, as the truth and the state of the modern world. In considering this problem, we start from the basic concepts of Hegel's philosophy of Spirit, with the aim of providing insight into the key problems of totality in the Hegel's philosophical system. The dialectical relationship that operates within the Hegel's system of Spirit is considered, and the question of the philosophy of history is opened as a specific way of thinking about historical movement that directs us to re-examine the possibility of achieving interculturality in the modern global society. Overcoming the current historical totality - global capitalism, requires a re-confrontation with Hegel's philosophy and setting of a dialectic that exists at the core of the world in which we live. Also, the paper offers an attempt to consider alternative actions, steps towards the realization of the idea and practice of interculturality and the development of a dialectical response to the perverted Hegelian totality that marks the present.

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32

Kuropjatnik, A. I. y M. S. Kuropjatnik. "Interculturalism: Postmulticultural discourse of social integration". RUDN Journal of Sociology 18, n.º 2 (2018): 250–61. http://dx.doi.org/10.22363/2313-2272-2018-18-2-250-261.

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33

Mincu, Monica E., Maurizio Allasia y Francesca Pia. "Uneven Equity and Italian Interculturalism(s)". Policy Futures in Education 9, n.º 1 (enero de 2011): 88–95. http://dx.doi.org/10.2304/pfie.2011.9.1.88.

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34

Logvinova, Dariya. "«Interculturalism»: Quebec’s Model of Cultural Pluralism". Історико-політичні проблеми сучасного світу, n.º 35-36 (20 de diciembre de 2017): 51–59. http://dx.doi.org/10.31861/mhpi2017.35-36.51-59.

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This article examines the impact of poly-ethnicity on political communities, by focusing on the symbolic aspect of citizenship. What are the symbolic ‘anchors’ that frame and define sentiments of belonging in a democratic polity? How do we evaluate such criteria in the light of the challenge of poly-ethnicity? Such questions are explored through a comparative conceptual assessment of the Canadian policy of multiculturalism and the Quebec’s model of interculturalism. Keywords: Сitizenship, self-identification, constitutional state, migration policy, migrant, integration, cultural diversity, minority cultures, interculturalism, multiculturalism

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35

Tötösy de Zepetnek, Steven. "New Media Technology, Interculturalism, and Intermediality". Dialogue and Universalism 19, n.º 1 (2009): 121–28. http://dx.doi.org/10.5840/du2009191/283.

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36

AVDIU-KRYEZİU, Shqipe y Arsim AVDİU. "Interculturalism in Contemporary Teaching in Kosovo". JOURNAL OF HISTORY AND FUTURE 7, n.º 2 (22 de junio de 2020): 832–43. http://dx.doi.org/10.21551/jhf.945946.

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37

Correa, Sharal T. y Neeta Inamdar. "Transculturalism: Exploring Beyond Multiculturalism and Interculturalism". International Journal of Interdisciplinary Global Studies 16, n.º 2 (2021): 55–73. http://dx.doi.org/10.18848/2324-755x/cgp/v16i02/55-73.

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38

Llurda, Enric y David Lasagabaster. "Factors affecting teachers' beliefs about interculturalism". International Journal of Applied Linguistics 20, n.º 3 (noviembre de 2010): 327–53. http://dx.doi.org/10.1111/j.1473-4192.2009.00250.x.

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39

Zarrilli, Phillip B., Bonnie Marranca, Gautam Dasgupta, Erika Fischer-Lichte, Josephine Riley y Michael Gissenwehrer. "Interculturalism and Performance: Writings from PAJ". TDR (1988-) 38, n.º 3 (1994): 202. http://dx.doi.org/10.2307/1146390.

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40

Meer, Nasar y Tariq Modood. "How does Interculturalism Contrast with Multiculturalism?" Journal of Intercultural Studies 33, n.º 2 (abril de 2012): 175–96. http://dx.doi.org/10.1080/07256868.2011.618266.

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41

Bissonnette, Sylvie. "Historical Interculturalism in Robert Lepage's Elsinore". Contemporary Theatre Review 20, n.º 1 (febrero de 2010): 40–55. http://dx.doi.org/10.1080/10486800903546039.

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42

Gundara, Jagdish. "Civilisational knowledge, interculturalism and citizenship education". Intercultural Education 19, n.º 6 (diciembre de 2008): 469–79. http://dx.doi.org/10.1080/14675980802568269.

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43

Escárcega Zamarrón, Sylvia. "Trabajar haciendo: activist research and interculturalism". Intercultural Education 20, n.º 1 (febrero de 2009): 39–50. http://dx.doi.org/10.1080/14675980802700680.

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44

Svirsky, Marcelo y Aura Mor-Sommerfeld. "Interculturalism and the pendulum of identity". Intercultural Education 23, n.º 6 (2 de noviembre de 2012): 513–25. http://dx.doi.org/10.1080/14675986.2012.736753.

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45

He, Chengzhou. "An East Asian Paradigm of Interculturalism". European Review 24, n.º 2 (18 de abril de 2016): 210–20. http://dx.doi.org/10.1017/s1062798715000563.

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Based on a close study of the Sino-Japanese collaboration in Kunqu Opera The Peony Pavilion (2008), this article proposes a different conception of interculturalism onstage in East Asia in comparison with the prevailing East–West paradigm of intercultural performance and theatre. Some of the interesting questions that are raised and discussed in this paper are: How does the Japanese actor Bando Tamasaburo impersonate a young lady Du Liniang in the Chinese classical play without speaking the Chinese language? In what ways does the Sino-Japanese co-production connect and interweave Kunqu Opera and Kabuki? How has the intercultural performance been mediatized, received as well as perceived in China, Japan and elsewhere? The Sino-Japanese co-production features such important notions of interculturalism as connecting instead of othering, sharing instead of influencing, and complementing instead of exploiting.

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46

Albuquerque, Aline. "Interculturalism, bioethics perspectives, and human rights". Global Bioethics 25, n.º 2 (3 de abril de 2014): 81–94. http://dx.doi.org/10.1080/11287462.2014.920162.

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47

Wang, Qing. "Interculturalism, Intercultural Education, and Chinese Society". Frontiers of Education in China 12, n.º 3 (septiembre de 2017): 309–31. http://dx.doi.org/10.1007/s11516-017-0025-2.

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48

Bjelak, Adnan H. "UTICAJ ELEMENATA INTERKULTURNOSTI I INTERKULTURNOG OBRAZOVANjA NA RAZVOJ INTERKULTURNE OSVEŠĆENOSTI I FORMIRANjE LIČNOSTI UČENIKA NOVOPAZARSKIH ŠKOLA". Lipar XXII, n.º 76 (2021): 137–47. http://dx.doi.org/10.46793/lipar76.137b.

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The goal of the analysis is to confirm the hypothesis that the elements of interculturalism and intercultural education influence the development of intercul- tural awareness and the formation of the overall personality of students in schools оf Novi Pazar. In a survey conducted in October of the school year 2020/21. 83 students participated in Novi Pazar primary and secondary schools (43 primary school stu- dents and 40 secondary school students). The research was conducted by surveying students of Novi Pazar schools, in which case the survey consisted of closed and open questions, and examined students’ attitudes about the concept of interculturality and intercultural education, where we by quantitatively-qualitative analysis confirm our initial hypotheses that interculturality and intercultural education affect the cultural awareness of students, their generation of attitudes, which lead to the development of the overall personality of students, their acceptance of cultural differences, anti- discriminatory behavior, tolerance and mutual dialogue.

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49

Lungulov, Biljana y Olivera Gajić. "Multiculturalism as a socio-historical context of intercultural learning and development of intercultural curriculum". Zbornik radova Filozofskog fakulteta u Pristini 52, n.º 1 (2022): 335–51. http://dx.doi.org/10.5937/zrffp52-34165.

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The paper analyses the phenomena of multiculturalism and interculturalism as social movements, as ubiquitous values, and significant and relatively progressive practices of contemporary society, and especially as an integral part of the curricula and outcomes of education policy. Multiculturalism is most often defined as a political ideology, or as a social practice that insists on the fact that every society is composed of diverse cultural groups, which is why it is necessary for all of them to have an equal position in society. However, multiculturalism is not only a given state of cultural pluralism, but it also implies an active action in the direction of (multi)cultural integration and peaceful cultural coexistence. As such, above all, multiculturalism advocates respect for cultural differences between individuals and groups, while accepting all differences in sociopolitical practice. In that sense, the social context for the emergence and development of multiculturalism, i.e., its socio-historical genesis and key characteristics have been analysed and presented in the paper. On the other hand, interculturalism implies a useful social exchange between different cultures, and the paper emphasised the importance of a particular "reverse" from multiculturalism towards interculturalism, which is a much more fruitful approach related to the cultural diversity of society and the accompanying curricula and educational policies. In other words, while multiculturalism has postulated respect for cultural pluralism, interculturalism rests on mutual social cohesion between different cultures (Cantle, 2012). In this sense, multiculturalism is only the first step towards true interculturalism. For the purposes of this paper, interculturalism is also a much more useful concept, since it implies intercultural dialogue as well as active (intercultural) learning. A concept of intercultural learning, as a significant and courageous educational practice that relies on the stated values of multiculturalism and interculturalism in a given society has been presented and critically analysed. Intercultural learning in education, as well as the lived experience, is conceptualised as an important and relatively transformative process that can lead to changes in behaviour, but also change the ways in which the stakeholders observe, interpret, and understand the world around them. As a result, educational policies shift their tendencies and goals towards creation of multicultural and intercultural curriculum. However, although such ideas are attractive and occupy the attention of all those involved in education, there is still no clear definition of what an intercultural curriculum is. In that sense, the concept of multicultural and intercultural education depends to a large extent on the teaching content, models, strategies, as well as the design of the intercultural curriculum (Hrvatić, 2011), which is aimed at cultural integration, implementation in educational practice and intercultural community.

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50

Livanios, Dimitris. "Relations Gréco-Roumaines: Interculturalité et Identité Nationale/Greek-Romanian Relations: Interculturalism and National Identity (review)". Journal of Modern Greek Studies 26, n.º 1 (2008): 230–32. http://dx.doi.org/10.1353/mgs.0.0005.

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Artículos de revistas sobre el tema "Interculturalism"

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