Rozprawy doktorskie na temat „Intercultural communication – Europe”

Language competence is decisively important in international business and could increase efficacy, efficiency, sales and profits. Language is an underresearched area in business studies though language constitutes management and the managers building structures, processes, cultures and personalities being the most vital working tool to get things done and make them understandable. Since 1970 Swedish companies lose market shares globally and in Europe. In an era requiring better foreign language skills there is a declining trend among young Swedish business people and students in other languages than English. The aim of this study is to investigate and analyse the role of language in intercultural business communication between Swedish expatriates and locals in Serbia, The Czech Republic, Ukraine, Romania and Bulgaria and indirectly also Russia and Poland. To understand the business culture in these countries the author has learned the local language in these seven countries taking 3687 private language lessons. This improves the researcher’s understanding of the culture and its people giving directness and depth in communication, independence and receptivity. This ethnographically inspired hermeneutic study holds semi-structured interviews with expatriates. Better language skills among expatriates – particularly in the local language - could make them more self-dependent and win contracts and it strengthens closeness to customers, relationship and trust, strategic view and ability and also operational effectiveness and efficiency enabling their companies to gain market shares. Using Weber’s ideal types the cultural significance structures emerge featuring the cultures in these countries showing that expatriates have to strengthen the ability of the locals in the areas of trust, responsibility and initiative, independent thinking, holistic view, win-win thinking and reduce fear while the expatriates’ own abilities in these areas are strengthened if they speak the local language. Language strategies permitting the expatriate to be more communicatively and linguistically self-dependent are having a common company language, using multilingualism or having the expatriate speak or learn to speak the local language where the advantages, disadvantages and characteristics of these and other aspects of the role of language are given in ideal types.

Le croisement entre communication et exil ne va pas de soi. L’exilé n’est-il pas en effet celui qui perd, par son arrachement communautaire, toute possibilité de communiquer : langue, repères sémantiques, amis et familles ? Cependant, il est également celui qui entre en relation avec une nouvelle culture et société. En s’intéressant au corpus des auteurs de la francophonie choisie d’Europe médiane de 1939 à nos jours, notre thèse a pour objectif de comprendre comment l’exilé peut entrer en relation au sein de la communauté de culture rejointe.Nous nous intéressons au discours littéraire et à la fonction-auteur, dans le sens foucaldien, afin d’étudier la façon dont, par la mise en récit de sa vie, l’exilé peut configurer un ethos apte à la relation. En faisant jouer l’opposition entre un visage pré-discursif des auteurs, marqué par le contrat de communication du témoignage, et leur volonté d’être reçus comme des artistes, nous proposons de s’intéresser à la façon dont ces voix d’Europe médiane viennent s’inscrire dans le dispositif littéraire français. Nous montrons alors que le discours de l’exilé est un discours souvent soumis au processus d’incommunication : sa voix est inaudible, soumise à un contrat de communication et en proie à des erreurs sémantiques.Nous proposons alors de considérer le récit l’exil sous l’intrigue du « héros de la liberté » comme étant une possibilité pour ces auteurs de gérer cette opposition entre régime de singularité et nécessité de disposer d’un ancrage au sein du champ littéraire nouveau.Dans un deuxième temps, nous questionnons cette possibilité qu’ont les auteurs de refuser le contrat de communication pré-discursif et nous introduisons le concept de « non-lieu » afin de penser un espace de communication qui ne serait plus relié avec le public de réception premier de ces œuvres. Face à cette menace, nous intéressons au processus de révérence-inclusion présent dans les œuvres. Par ce processus il s’agit de maitriser les marqueurs de l’espace discursif français afin de montrer au lecteur son inscription dans le champ. Les réemplois de ces marqueurs agissent comme des « discours constituants » et permettent alors de montrer l’appartenance de ce corpus à un même « cadre de l’expérience ».Enfin, nous interrogeons la possibilité de parler de cette littérature comme étant assimilée. Par l’opposition entre assimilation structurelle et culturelle, nous émettons l’hypothèse que cette littérature n’est pas réellement assimilée, et que la conscience de cette intégration complexe amène les auteurs à retravailler leur positionnement discursif. Aussi, la mise en mémoire du soviétisme permet à ces auteurs de présenter une « étrangeté réappropriée » où leur expérience du nazisme et du soviétisme n’est plus rejetée dans une « commémoration négative », mais devient un jalon à partir duquel lire la modernité française. Ces réflexions nous mènent à s’interroger sur l’expérience même de ces auteurs et aux métacommunications qu’ils présentent lorsqu’ils abordent la question de l’identité, de l’Europe et de la mondialisation culturelle.Cette thèse de doctorat réalisée en science de l’information et de la communication s’intéresse aux relations interculturelles européennes. Par le corpus littéraire large choisi, cette thèse entend montrer la complexité des exils européens et réfléchir aux enjeux contemporains de cette notion. Enfin en s’interrogeant à partir de l’incommunication, cette thèse expose l’idée que si la communication n’est jamais innée, elle peut se produire grâce aux efforts de traduction de soi, de ce fait nous pensons la communication non seulement comme un facteur de diffusion, mais également comme un sujet à penser
The link we make between exile and communication is not a classic one. In fact, an exile is someone who leaves his country and changes his language and culture. He is also someone who tries to reach a new culture and society. By considering the literature of writers from East and Central Europe, who choose to write their books directly in French, our thesis seeks to understand the way how an exile can generate new relationships in this space.We focus on the literary discourses and the notion of the author, as Foucault spoke about them, in order to understand how an author uses the narration of his own life to configure a face-speech acceptable to his host community. By using the difference between this face in a pre-discursive manner marked by the contract between the testimony and the authors’ will to be perceived as artists, we try to focus on the way those voices show their inclusion in the French literary world. We show that the exiles’ discourses must deal with the possibility of lack of communication due to inaudibility cause by semantic mistakes.We think that the configuration of exile is a way to present oneself as a « hero of freedom. » Authors manage the opposition between singularity and the necessity to find a new community in order to communicate. Moreover, we also consider the possibility of refusing the first contract of communication and we include the concept of « non-lieu » created by Marc Augé, a concept which refers to a space with no link to the community. Confronts with this threat, we consider that an author may manage this risk by a process of reverence-inclusion. According to this process, writers give their own description of French social markers to indicate to the public that they belong to the French culture. Those descriptions allow them to give to the French audience the rule of interpretation for their own books. Finally, we examine the possibility of speaking about this literature as an assimilated one. We show that this literature is not fully integrated because of the complex social integration of those authors. This difficulty of integration forces them to redefine their position in French society. As a result of their Soviet education, authors try to show a disturbing strangeness not as a marker of an outsider, but as an indication of their social place in French society. This past is made a tool for understanding French modernity. This specificity directs us to consider those writers, particularly their views on communication, identity, Europe and cosmopolitanism.Our thesis focuses on the problem of communication and tries to increase our knowledge of intercultural relations in Europe. By focusing on a large literary corpus, our thesis endeavours to understand this complex phenomena of European exiles. Finally, our thesis integrates the problem of non-communication as a conceptual center of interrogations in order to show that if communication is not an innate capacity, it can be developed into something beyond a tool for spreading a message, namely a concept to think

This study analyzes the framing of the war in Iraq (2003) during the week before and the week after the conflict started according to the media coverage of nine leading newspapers from United States, Europe, and Latin America. Through quantitative content analysis, the researcher answered seven research questions and analyzed the framing, sources, and approaches used by the newspapers in the news coverage of the conflict. The researcher compared the news coverage of each region and found that there were significant differences in the content of the war reporting according to the geographical area of the media. European and Latin American newspapers framed a "bigger and more balanced picture" in covering more sides of the war and quoting diverse sources while American media covered a narrower range of war perspectives and quoted coalition sources in almost all of their news stories and editorials.

La diffusion de la capoeira brésilienne dans le monde est portée par la mobilité croissante des acteurs de sa transmission entre le Brésil et l’Europe, ainsi que par les possibilités de circulations informationnelles actuelles (YouTube, Internet). La roda (ronde) de capoeira se présente comme un espace d’expressions plurielles d’individualités « encerclées ». Le contrôle du groupe et du maître, par égard à une « tradition » et des « fondements », s’exercent sur des corps qui performent une danse-lutte et s’inversent — mains contre sol et pieds au ciel — de façon parfois ludique à en devenir subversive vis-à-vis de l’efficacité sportive. Dans ce travail par analyse d’entretiens (N=134) et observation participante dans des terrains multi-situés en Europe et au Brésil, nous nous sommes appliquée à comprendre comment les carrières des capoeiristes se fabriquent en Europe. Dans une perspective interactionniste et enracinée, nous avons remarqué que le mythe du métissage de Gilberto Freyre trouve une deuxième vie à l’« extérieur ». Derrière ce masque, un premier modèle typologique (les micro-firmes) révèle une organisation libérale marchande et patriarcale. Ces structures forment désormais les membres les plus méritants de leur rang au « métier » de capoeiriste et les reconnaissent au titre de professeur.e.s, contremaître.sse et récemment de maître. D’une activité marginale et exotique — ce bien culturel immatériel récemment reconnu au titre de patrimoine brésilien — est désormais le théâtre de tensions marchandes et d’enjeux territoriaux. Certain.e.s se font une « place », en réglant leurs comptes à coups de gancho (coups de pied retournés), d’autres se spécialisent dans les animations socioculturelles et quelques-un.e.s entrent en résistance : negaça (position d’esquive dite du déni), malandragem (roublardise) et jongleries diplomatiques, tels sont les outils que ces capoeiristes « dissidents » (deuxième typologie) ont acquis au cours de leur socialisation aux accents néopatrimoniaux. D’autres encore se réunissent à l’occasion de rodas d’échanges auto-organisées et participatives, en créant localement leurs terreiros (places) de capoeira. On assiste à un processus de déterritorialisation du patrimoine brésilien qui parallèlement donne à lire des formes de relation interculturelles de « mondialité » en référence à Édouard Glissant. Ainsi, cette étude fait apparaître que la mondialisation de la capoeira ne conduit ni à une mac’homogénéisation, ni à sa « décaractérisation », mais à la plurivocité des façons d’être et d’agir de femmes et d’hommes capoeiristes selon trois modèles typologiques : les micro-firmes patriarcales, les groupes dissidents néopatrimoniaux et les réseaux d’échanges ludiques participatifs
The spread of Brazilian capoeira in the world is supported by the increasing mobility of the actors of its transmission between Brazil and Europe, as well as the possibilities created by current information circulation (YouTube, Internet). The capoeira roda (circle) presents itself as a space of plural expressions of ‘encircled’ individualities. Out of consideration for a ‘tradition’ and ‘foundations’, the control of the group and the master is over the bodies that perform a dance-fight and reverse –hands against the ground and feet up to the sky –in a playful way almost to the point of becoming subversive regarding sports effectiveness. In this work of interviews analysis (N=134) and participating observation in fields from various locations in Europe and Brazil, we concentrated on understanding how the career of capoeiristas are generated in Europe. In an interactionist and deeply rooted perspective, we have noticed that Gilberto Freyre’s myth of miscegenation finds a second life ‘outside’. Behind this mask, a first typological model (the micro-firms) reveals a liberal, commercial and patriarchal organization. These structures now train the most deserving members of their rank in the ‘job’ of capoeirista and acknowledge them as teacher, contramestre and more recently as mestre. From a marginal and exotic activity – this intangible cultural product recently recognized as Brazilian Heritage – is now the subject of commercial tensions and territorial stakes. Some make a name for themselves by taking matters into their own hands through the use of the gancho (hook kick), others specialize in socio-cultural activities and a few mark the start of resistance: negaça (evasive move, also called ‘denial move’), malandragem (trickery) and diplomatic jugglery, such are the tools that those ‘dissident’ capoeiristas (second typology) acquired during their socialization with a hint of neo-patrimony. Others still meet around self-organized and participating exchange rodas, by creating locally their terreiros (places) of capoeira. We are witnessing a deterritorialisation process of Brazilian heritage which as the same time produces forms of intercultural relations of ‘mondialité’ referring to Édouard Glissant. Thus, this study shows that the globalization of capoeira can neither lead to a mac’homogenization, nor to its decharacterization, but to the multiple meanings of ways of being and acting of women and men capoeiristas according to three typological models: the patriarchal micro-firms, the néopatrimonial dissidents and the participatory exchange networks
A difusão da capoeira brasileira no mundo é levada pela mobilidade crescente dos actores da sua transmissão entre o Brasil e a Europa, assim como pelas possibilidades de circulação de informação actuais (YouTube, Internet). A roda de capoeira apresenta-se como um espaço de expressões plurais de individualidades «cercadas». O controlo do grupo e do mestre, relativamente a uma «tradição» e «fundamentos» que se exercem sobre os corpos numa performance de uma dança-luta, invertendo-se – mãos contra o solo e pés para o céu – de maneira talvez lúdica para tornar-se subversiva face à eficácia desportiva. Neste trabalho por análise de entrevistas (N=134) e observação participante em terrenos multi-situados na Europa e no Brasil, nós nos aplicámos a compreender como as carreiras dos capoeirístas se fabricam na Europa. Numa perspectiva interaccionista e enraizada, nós reparámos que o mito da mestiçagem de G. Freyre encontra uma segunda vida no “exterior”. Atrás desta máscara, um primeiro modelo tipológico (as micro-firmas) revelam uma organização mercantil liberal e patriarcal. Estas estruturas formam de agora em diante os membros de maior mérito ao «ofício» de capoeirísta e é-lhes reconhecido o título de professor(a), contramestre(a) e recentemente de mestre. De uma actividade marginal e exótica - este bem cultural e imaterial reconhecido recentemente com o título de património brasileiro – é doravante o teatro de tenções de mercado e de concorrências territoriais. Alguns ganham o seu espaço, ajustando contas a força de «gancho» (golpe revirado), outros especializando-se em animações culturais e alguns entram em resistência : negaça (posição de esquiva dita de recusa), malandragem e malabarismo diplomático, tais são as ferramentas que estes capoeristas “dissidente” (segunda tipologia) adquiriram no decorrer da sua socialização com sotaque neo-patrimonial. Outros ainda, reúnem-se por ocasião de rodas de trocas auto-organizadas e participativas, criando localmente os seus terreiros de capoeira. Nós assistimos a um processo de desterritorialização do património brasileiro que paralelamente mostra formas de relações interculturais de “mondialité” em referência a E. Glissant. Assim, este estudo revela que a mundialização da capoeira não conduz nem a uma mac’homogeneização, nem à sua descaracterização, mas à pluralidade de maneiras de ser e de agir de mulheres e de homens capoeiristas segundo três modelos tipológicos: as micro-firmas patriarcais, os dissidentes neo-patrimoniais e as redes de trocas participativas

The European University Viadrina at Frankfurt (Oder) is, due to its location on the German-Polish border and its high rate of international students (40 %), a place predestined to explore the subject of intercultural communication. However, the students in fact do not notice the interculturalism in their everyday lives. German and Polish students form two big groups which are distant from one another and the communicative interaction is very limited. As former studies have already asserted, the contact hypothesis works only under special conditions. The origins of the group formation and the mutual lack of interest are complex. This study especially considers one of all possible aspects and analyses it: failed communication caused by cultural differences. With the analysis of the Critical Incidents, several characteristic fields of culturally-caused conflicts between German and Polish students were able to be identified. (author´s abstract)
Series: WU Online Papers in International Business Communication / Series One: Intercultural Communication and Language Learning

Doutoramento em Educação
The purpose of this study is to understand, impact and evaluate the development of intercultural communicative competencies among European credit-seeking exchange students and other sojourners through purposeful intercultural pedagogy. This pedagogy encompasses intentional intercultural- educational approaches which aim to support and enhance sojourners’ intercultural learning throughout the study abroad cycle (pre-departure, in-country and reentry phases). To test and validate these pedagogies a 20-hour intervention was designed and implemented among two cohorts of 31 sojourners during the in-country phase of their sojourn in Portugal. The process to develop and validate the intercultural intervention was driven by a mixed-methods methodology which combined quantitative and qualitative data to triangulate, complement and expand research results from a pragmatic stance. The mixed methods research design adopted is multi-phased and encompasses a multi-case study and an evaluative component. The multi-case component is embodied by sojourner cohorts: (1) the primary case study involves 19 incoming students at the University of Aveiro (Portugal) as participants in the European exchange program Campus Europae; (2) the second case study comprises three incoming Erasmus students and nine highly skilled immigrants at the same university. All 31 sojourners attended two intermediate Portuguese as Foreign Language classrooms where the intervention was employed. Data collection was extensive and involved collecting, analyzing and mixing quantitative and qualitative strands across four research phases. These phases refer to the: (1) development, (2) implementation and (3) evaluation of the intervention, as well as to (4) a stakeholder analysis of the external value of the intervention and of the Campus Europae program. Data collection instruments included pre and posttest questionnaires and semi-structured interviews. Results confirm the intercultural effectiveness of the intervention and the positive impact upon research participants’ intercultural gains. This impact was, however, greater in case study 2. Among explanatory variables, three stand out: (1) participant meaning-making abilities, (2) host language proficiency and related variables, and (3) type of sojourn or exchange programs. Implications for further research highlight the need to systematize purposeful intercultural pedagogy in sojourner populations in general, and in European credit student mobility in particular. In the latter case, these pedagogies should be part of the design and delivery of credit-bearing exchange programs in pre- departure, in-country and re-entry phases. Implications for practice point to the urge to improve intercultural practices in: macro (higher education institutions), mezzo (exchange programs) and micro (sojourner language classrooms) contexts where this research took place, and wider social scenarios they represent.
O propósito deste estudo é compreender, intervir e avaliar o desenvolvimento de competências de comunicação intercultural de estudantes de intercâmbio europeus com vista à aquisição de créditos e de outros sujeitos em contexto de imersão, através de uma pedagogia intercultural propositiva. Este tipo de pedagogia representa abordagens pedagógico-interculturais que visam auxiliar e otimizar a aprendizagem intercultural destes sujeitos durante o ciclo de intercâmbio (fase prévia à partida, durante o intercâmbio e na reentrada). De forma a testar e validar estas pedagogias, uma intervenção com a duração de 20 horas foi desenhada e implementada em dois coortes de 31 sujeitos durante sua imersão em Portugal. O processo de desenvolvimento e validação da intervenção intercultural foi guiado por uma metodologia mista que combina dados quantitativos e qualitativos para triangular, complementar e expandir os resultados investigativos a partir de uma instância pragmática. O desenho de investigação misto adotado é multifaseado e integra uma componente de estudo de caso-múltiplo e de avaliação. A componente de estudo de caso-múltiplo é corporizada pelos dois coortes de sujeitos em imersão: (1) o principal estudo de caso integra 19 estudantes recebidos pela Universidade de Aveiro (Portugal) enquanto participantes no programa de intercâmbio Europeu Campus Europae; (2) o segundo estudo de caso integra três estudantes Erasmus e nove imigrantes altamente qualificados recebidos pela mesma universidade. Todos os 31 sujeitos frequentaram duas salas aulas de Português Língua Estrangeira, onde a intervenção foi implementada. A recolha de dados foi extensiva e compreendeu a recolha, análise e integração de dados quantitativos e qualitativos ao longo de quatro fases de investigação. Estas fases referem-se ao: (1) desenvolvimento, (2) implementação e (3) avaliação, bem como a (4) uma análise das perceções de stakeholders com o intuito de compreender o valor externo da intervenção e do programa Campus Europae. Os instrumentos de recolha de dados incluíram inquéritos por questionário antes e após a intervenção e entrevistas semi- estruturadas. Os resultados confirmam a eficácia intercultural da intervenção e um impacto positivo nos ganhos interculturais dos participantes. Este impacto foi, no entanto, maior no estudo de caso 2. Entre as variáveis explanatórias, três destacam-se: (1) as capacidades de construção-de-significado dos participantes, (2) a proficiência na língua de acolhimento e varáveis associadas e (3) o tipo de imersão e programas de intercâmbio. Implicações para investigações futuras salientam a necessidade de sistematizar uma pedagogia intercultural propositiva em poluções em imersão, no geral, e na mobilidade europeia estudantil de crédito, em particular. No último caso, estas pedagogias deverão ser parte do desenho e implementação de programas de intercâmbio de crédito na fase prévia à partida, durante o intercâmbio e na reentrada. As implicações de teor prático salientam a premência de melhorar as práticas interculturais nos contextos macro (instituições de ensino superior), meso (programas de mobilidade) e micro (aulas de língua para sujeitos em imersão) onde esta investigação decorreu, bem nos cenários sociais alargados que estes contextos representam.

The present exploratory study, framed in agenda-setting theory, analyzes the way European and US newspapers frame racism and ethnocentrism issues, on the background of the 2006 FIFA World Cup. By combining quantitative and qualitative methods, 2 research hypotheses and 9 research questions were explored. The results showed the distribution of articles that used a positive frame and the ones that used a negative frame was relatively equal across geographical regions. The US media have shown as the most ethnocentric nationality the Spanish, while the European media, the Scottish. There is an agreement across different geographical regions that the French and the German have the most tolerant or anti-discriminatory actions or attitudes. The most prominent theme to describe nationalities’ tolerant attitudes was the power of football to unify peoples and to enhance global understanding. Both the American and the European media described the Argentinean team mostly in terms of athletic skill.

Dissertação de Mestrado em Design, com a especialização em Design apresentada na Faculdade de Arquitetura da Universidade de Lisboa para obtenção do grau de Mestre.
As organizações do terceiro setor, sem fins lucrativos, são uma forma de agrupar cidadãos em prol da defesa de interesses comuns e da participação em ações sociais. A qualidade da comunicação visual para uso interno e externo é fundamental para mobilizar e dinamizar estas associações que trabalham, arduamente, junto de populações carenciadas. Não faltam oportunidades de Design socialmente responsável, próximas das necessidades destas populações. Encontrámos no Clube Intercultural Europeu o contexto para desenvolver o nosso projeto de investigação no âmbito disciplinar do Design de Comunicação. Depois de ponderadas as várias possibilidades identificadas por esta Organização sem fins lucrativos, elegemos o projeto de identidade por o considerarmos estratégico para a sustentabilidade económica do Espaço C3, uma das suas iniciativas. A nossa investigação assenta numa metodologia mista, intervencionista e não intervencionista. Os métodos não intervencionistas consistem na revisão da literatura e na observação participante. A componente intervencionista enquadra o projeto prático. Os resultados permitem evidenciar o papel do Design em associações sem fins lucrativos focadas na ação social: por um lado, proporcionar maior visibilidade e notoriedade externas, tornando mais percetíveis os valores e a missão da organização; por outro, reforçar o sentimento de pertença a uma organização cuja ação transforma, positivamente, a vida das pessoas diretamente implicadas.
ABSTRACT: The Third-sector’s non-profit organizations are a way of gathering citizens towards the defense of common interests and the participation in social actions. The visual communication is a fundamental factor to mobilize and promote these organizations that work with disadvantage populations. There are a lot of socially conscious design opportunities which meet the needs of these populations. We found in the Intercultural European Club the context to develop our research project in the field of Communication Design. After considering several possibilities identified by this non-profit Organization, we chose the Visual Identity project for “Espaço C3” (one of the Club’s iniciatives) because it was regarded as strategic for its financial sustainability. This study is based on mixed methodology, interventionist and non-interventionist. The non-interventionist methods consist in literature review and participant observation. In what concerns interventionist research, we developed a project of visual identity. The obtained results allow us to highlight the role of Design in non-profit organizations focused on social action: on the one hand, better external visibility, making the values and mission of the organization clearer; on the other hand, the reinforcement of the sense of belonging to an organization whose action positively transforms the lives of the people directly involved in it.
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This qualitative study investigated conflict within intercultural romantic relationships between Mexican American and European American partners within the United States. The goal of this study was to explore and understand the causes of differences in conflict and resulting relationship satisfaction in this largely underexplored area of intercultural relationships. Seven couples were interviewed and asked a total of 27 questions aimed at finding answers to the main research questions, which were: (1) in what ways do Mexican American and European American partners in romantic relationships experience conflict in their relationship; and (2) in what ways do Mexican American and European American partners try to resolve conflict; and (3) how do their conflict styles and ability to resolve conflict impact their relationship satisfaction? The interviews were transcribed and analyzed for themes related to the research questions. The most frequently occurring themes discovered were: (1) gender expectations, (2) family obligations, (3) finances, (4) experience of being the minority, and (5) language barriers and exclusion. Implications and suggestions for future research are provided.

Cette thèse propose une lecture des représentations de l‟altérité dans la presse écrite, comme outil de la construction de l‟identité. Partant d‟un angle d‟approche franco hellénique nous construisons une méthode d‟appréhension des pratiques, des représentations, mais également des biais d‟une mécanique de la construction de l‟identité européenne.La représentation de l‟altérité ne naît pas ex nihilo, mais s‟inscrit dans une stratégie d‟éloignement et de fermeture de l‟identité européenne vis à vis de l‟Autre ainsi identifié. Cette stratégie se base à la transmission et à la transformation des discours de différenciation, qui forment un outil institutionnel pour la construction des stéréotypes à l‟égard de l‟Autre. Dorénavant, un espace - autre apparaît, espace dans lequel la représentation de la réalité se reflète et se cristallise.Une identité européenne se construit donc dans ce contexte de divergence, ce qui soulève dès lors des enjeux de légitimation pour elle. Entre héritage occidentale et intérêts nationaux différents, la politique de construction d‟une identité européenne se fonde sur une stratégie d‟exclusion, qui incite les peuples européens à se souder culturellement face au péril de l‟Autre
This thesis proposes a reading of the representations of otherness in the press as a mean of constructing identity. On the basis of a French-Hellenic approach, we build a method for understanding the practices, the representations and also the bias of the mechanism for the construction of a European identity.The representation of otherness does not appear ex nihilo, but it participates in a strategy of repulsion and closure of the European identity towards the Other. This strategy is based in the transmission and the transformation of the discourses of differentiation that form an institutional mean for the construction of stereotypes towards the Other. Hence, another-space appears, into which the representation of reality it‟s reflected and crystallized.Therefore, a European identity it‟s constructed into a context of divergence, a fact that points out the stakes of its legitimization. Between an occidental heritage and different national interests, the policy for the construction of a European identity is established from a strategy of exclusion, which induce the European people to unite culturally in front of the risk of the Other

La thèse se propose d'étudier les conduites de certains professionnels du théâtre dans leur dimension interculturelle. Une observation de type qualitatif a été menée auprès d'une compagnie de théâtre occitan et d'un lieu de diffusion offrant une programmation méditerranéenne, tout deux situés à Montpellier. Une troisième structure théâtrale, installée en Région Provence-Alpes-Côte d'Azur, a complété l'enquête : cette compagnie crée des spectacles à partir d'échanges avec la Palestine. Une étude des conventions de ces entreprises théâtrales démontre un rapport à l'Autre privilégié. Cette parcelle du monde du théâtre élabore et expérimente une compétence de la frontière dans sa volonté d'échanges culturels. Cette compétence conforte le statut particulier du comédien comme citoyen suscitant l'''éveil''. L'analyse du financement de ces structures a permis en outre de préciser les positionnements et actions des différents partenaires publics. La place et la fonction de telles pratiques ont été confrontées à l'émergence d'une politique culturelle européenne

abstract: The field of intercultural communication emerged from demonstrated need in the public sector and has roots in cultural anthropology. There is continued need in academic and practitioner domains for improved ways to effectively engage across cultures. To do so, it is necessary to develop approaches that enable a person to take the emic perspective of an intercultural Other. Worldview is a promising concept in several fields, such as anthropology and cross-cultural psychology, but remains undeveloped in the field of intercultural competence. In addition, existing conceptualizations and approaches to identify worldviews are too comprehensive or ambiguous to be useful. The purpose of this project was to propose a novel worldview framework synthesizing existing literature. The resulting construct is constituted by the composite universals, morality, agency, and positionality (MAP). Worldview MAP was applied to intercultural interactions between members of two distinct sociocultural groups working together on a two-week global management project in a multinational organization in Japan. Three research questions focused on identifying intercultural difficulties, worldview assumptions of each party, and relationships between the difficulties and worldviews. Inter-rater reliability was calculated for three morality subdimensions most underdeveloped in the literature. Findings include worldview descriptions for both culture groups across MAP and ways in which worldviews are interconnected with and illuminate three complex intercultural difficulties. Further, five meta-level worldview findings show how implicit worldviews were indirectly revealed in narrative data. Limitations of the study and implications for future work are discussed.
Dissertation/Thesis
Doctoral Dissertation Communication 2019

Praca „Językowe źródła barier w komunikacji międzykulturowej – Chiny a europejski krąg cywilizacyjny” składa się z trzech rozdziałów. W pierwszym omówiono zjawisko komunikacji, które stanowi podstawę dalszych rozważań dysertacji. Pojawia się w nim przedstawienie takich zagadnień, jak: związek komunikacji z kulturą, znaczenie zmysłów w komunikacji niewerbalnej, typy i rola mediów, istota międzykulturowości, komunikacja międzykulturowa, zjawisko akulturacji, typy barier komunikacyjnych, zjawisko „trzeciej kultury”. Celem rozdziału jest prezentacja istotnych dla problematyki pracy teorii związanych z komunikacją oraz ujęcie zagadnienia w takie ramy, które umożliwią omówienie barier komunikacyjnych pojawiających się, gdy partnerami komunikacji są przedstawiciele dwóch wybranych kręgów cywilizacyjnych. W rozdziale drugim przesunięto rozważania w stronę relacji języka i kultury. Przedstawiono w nim analizę kompetencji stanowiących antytezę dla omawianych wyżej barier (językowej, społecznej, komunikacyjnej, kulturowej, międzykulturowej) i wskazano na ich zależność. Omówiono związek języka i poznania w oparciu o hipotezę relatywizmu językowego oraz w ramach koncepcji kognitywistycznej (w tym zagadnienie oralnościpismienności). Wskazano także na rolę filozofii w kształtowaniu języka, kultury i związanej z nimi komunikacji w chińskiej przestrzeni kulturowej. Rozdział trzeci to autorska interpretacja językowych źródeł barier w komunikacji między Chińczykami a przedstawicielami europejskiego kręgu cywilizacyjnego. Opiera się ona o założenia naukowe wskazujące na psycho-kulturowe różnice występujące między tymi dwoma obszarami świata. W rozdziale omówiono charakter języka mandaryńskiego oraz przedstawiono sytuację lingwistyczną w Państwie Środka. Następnie w drodze analizy porównawczej wskazano na językowe źródła barier, które mogą pojawić się w komunikacji, w której partnerami są Chińczycy i przedstawiciele europejskiego kręgu cywilizacyjnego. Język mandaryński i języki używane w europejskim kręgu cywilizacyjnym pełnią te same funkcje związane z komunikacją, trwaniem społeczeństwa i jego kultury. Będąc jednak odmiennie skonstruowanymi systemami, wpływają na kształtowanie i reprodukcję innego modelu poznania świata, a także kształtowanie i reprodukcję innego typu kultury. Gdy dochodzi do komunikacji międzykulturowej osób pochodzących z dwóch odmiennych kultur, spotykają się wówczas ze sobą dwie odmienne wizje rzeczywistości. W przypadku cywilizacji chińskiej i zachodniej są to wizje bardzo odległe. Ich zderzenie może stanowić barierę nie do pokonania. W komunikacji międzykulturowej istotna jest zatem wiedza o specyfice języka partnera komunikacji, gdyż stanowi ona klucz zarówno do jego umysłowości, jak i kultury, w której się wychował. Problem badawczy pracy „Językowe źródła barier w komunikacji międzykulturowej – Chiny a europejski krąg cywilizacyjny” zakłada, że komunikacja międzykulturowa między Chińczykami a przedstawicielami europejskiego kręgu cywilizacyjnego obarczona jest dużym ryzykiem niepowodzenia ze względu na bariery, które wynikają ze stosowania wyraźnie odmiennego systemu językowego i związanego z nim kontekstu kulturowego partnerów interakcji. W pracy poszukiwane są zatem przede wszystkim językowe źródła barier w komunikacji międzykulturowej między przedstawicielami kultury chińskiej i europejskim kręgiem cywilizacyjnym. Język mandaryński, zwłaszcza tonalność sylab i pismo logograficzne, sprzyjają rozwojowi zdolności poznawczych. Choć omawiane zdolności poznawcze są charakterystyczne dla wszystkich ludzi, w przypadku Chińczyków można wskazać na te, które wyróżniają się wysoką specjalizacją. Są to: rozwinięta pamięć wzrokowa, pamięć słuchowa, umiejętności dywersyfikacyjne, biegłość w czytaniu i interpretacji kontekstu, w tym kojarzenie, czytanie między wersami, empatia, daleko rozwinięte umiejętności komunikacji niewerbalnej itp. Istniejące badania potwierdzają, że specyfika języka chińskiego wpływa nie tylko na psycho-społeczną kondycję człowieka, ale także jego sferę biologiczną – efekty obserwuje się na poziomie neuroanatomicznym. Przetwarzanie informacji zmysłowych na sygnały nerwowe pozostawiają ślad w budowie anatomicznej mózgu. A zmiany w mózgu spowodowane używaniem określonego typu języka, na zasadzie sprzężenia zwrotnego, przyczyniają się do kształtowania zdolności poznawczych człowieka. Te zdolności zaś przekładają się na codzienne praktyki obecne w życiu społecznym Chińczyków, w tym na styl komunikacyjny. Chińczycy, bazując na swoich predyspozycjach poznawczych, postrzegają świat w inny sposób, niż użytkownicy języków atonalnych z alfabetycznym pismem pochodzący z europejskiego kręgu cywilizacyjnego. Różnice w postrzeganiu świata, wyrażane w języku – kluczowym medium porozumiewania się międzyludzkiego – mogą stać się wyjściową barierą w komunikacji międzykulturowej, gdy partnerami interakcji są osoby pochodzące z dwóch odmiennych – chińskiej i zachodniej cywilizacji.

Indiana University-Purdue University Indianapolis (IUPUI)
While the Arab spring succeeded in ousting the long-term dictator led governments from power in many Arab countries, leading the way to a new democratic process to develop in the Arab world, it did not end the old suspicions between Arab Muslims and the West. This research investigates the beginning of the relations between the Arab Muslims and the West as they have developed over time, and then focuses its analysis on perceptions from both sides beginning with 9/11 through the events known as the Arab spring. The framework for analysis is a communication perspective, as embodied in the Coordinated Management of Meaning (CMM). According to CMM, communication can be understood as forms of interactions that both constitute and frame reality. The study posits the analysis that the current Arab Muslim-West divide, is often a conversation that is consistent with what CMM labels as the ethnocentric pattern. This analysis will suggest a new pathway, one that follows the CMM cosmopolitan form, as a more fruitful pattern for the future of Arab Muslim-West relations. This research emphasizes the factors fueling this ethnocentric pattern, in addition to ways of bringing the Islamic world and the West to understand each other with a more cosmopolitan approach, which, among other things, accepts mutual differences while fostering agreements. To reach this core, the study will apply a direct communicative engagement between the Islamic world and the West to foster trusted relations, between the two.

A presente investigação pretende contribuir para a produção de conhecimento sobre a educação global em contexto escolar junto de alunos e professores de uma Escola Europeia, em contexto internacional, procurando-se ressaltar alguns aspetos fulcrais deste fenómeno, a partir da seguinte questão de investigação: Quais são as perceções dos alunos e dos professores sobre a educação global e o desenvolvimento das competências globais numa Escola Europeia, em contexto internacional? Dada a relevância da comunicação nas sociedades atuais e os seus contributos para a globalização, destacamos os conceitos de globalização, cultura e comunicação, relevando o papel da comunicação e das tecnologias de informação como promotores de um diálogo entre culturas. Entendemos como fundamental o papel da competência intercultural e a sua influência ao nível das interações e da comunicação entre pessoas de diferentes culturas. Importa, ainda, destacar o papel da cidadania nos planos nacional e internacional, que surge de uma forma cada vez mais globalizada, remetendo para uma interdependência de comportamentos associados ao bem comum. Face aos desafios globais, a educação global exige novas abordagens ao nível dos sistemas, das políticas e das práticas educativas, que remetem para uma abordagem holística e interdisciplinar, sustentada por currículos escolares com um enfoque em temas globais, direcionados para o desenvolvimento sustentável e inclusivo. Partindo do objetivo geral “analisar e melhorar o conhecimento efetivo sobre a educação global”, optamos por uma metodologia de investigação mista e, como técnicas de recolha de dados, optamos por um questionário e pela entrevista semiestruturada. Numa primeira etapa, foi construído e validado um questionário que, posteriormente, foi aplicado a cento e cinquenta e quatro alunos do quarto e quinto anos de escolaridade do ciclo primário e a alunos do primeiro ao sétimo ano do ciclo secundário que frequentam uma Escola Europeia em contexto internacional. Numa segunda etapa, procedeu-se à realização de quatro entrevistas a dois professores do ciclo primário e dois do ciclo secundário na mesma escola. Os resultados obtidos em ambas as etapas, permitiram reunir um conjunto de evidências que apontam para o desenvolvimento das competências globais na Escola Europeia Alfa XX, destacam-se alguns projetos que envolvem componentes da cidadania global, particularmente a diversidade linguística e a apreciação de diferentes culturas. Concluímos que a educação global pode promover o desenvolvimento de competências globais proporcionando, aos alunos, o aprofundamento de competências necessárias para agirem a nível local e global. Por fim, apresentam-se algumas propostas suscetíveis de constituírem um suporte para futuras investigações em Educação Global.
This research aims to contribute to the production of knowledge about global education in a school context, among students and teachers of an European School, in an international context, seeking to highlight some key aspects of this phenomenon, based on the following research question: What are the perceptions of students and teachers about global education and the development of global competences in a European School, in an international context? Given the relevance of communication in current societies and its contributions to globalization, we highlight the concepts of globalization, culture and communication, highlighting the role of communication and information technologies as promoters of a dialogue between cultures. We understand as fundamental the role of intercultural competence and its influence at the level of interactions and communication between people of different cultures. It is also important to highlight the role of citizenship at national and international levels, which appears in an increasingly globalized way, referring to an interdependence of behaviors associated with the common good. Faced with global challenges, global education requires new approaches at the level of educational systems, policies and practices, which lead to a holistic and interdisciplinary approach, supported by school curricula with a focus on global themes, aimed at sustainable and inclusive development. Starting from the general objective “to analyze and improve the effective knowledge about global education”, we opted for a mixed research methodology and, as data collection techniques, we opted for a questionnaire and a semi-structured interview. In a first step, a questionnaire was constructed and validated, which was subsequently applied to one hundred and fifty-four students in the fourth and fifth years of schooling in the primary cycle and to students in the first to seventh years of the secondary cycle who attend a European School in international context. In a second stage, four interviews were carried out with two primary school teachers and two secondary school teachers in the same school. The results obtained in both stages allowed us to gather a set of evidence that point to the development of global competences in the Alfa XX European School, highlighting some projects that involve components of global citizenship, particularly linguistic diversity and the appreciation of different cultures. We conclude that global education can promote the development of global skills by providing students with the deepening of skills needed to act locally and globally. Finally, we present some proposals that may constitute a support for future research in Global Education.
A investigação realizada no âmbito deste Projeto está integrada nas linhas de investigação da Unidade de Investigação e Desenvolvimento – Laboratório de Educação a Distância e eLearning (UID 4372/FCT), da Fundação para a Ciência e Tecnologia do Ministério da Ciência, Tecnologia e Ensino Superior

Dissertação de Mestrado em Português Língua Não Materna apresentada à Universidade Aberta
Vivemos na era da globalização, do plurilinguismo e da heterogeneidade cultural. Como cada vez há mais contactos entre culturas diferentes, nos dias de hoje, a promoção da Competência Intercultural é de grande importância. Esta competência deverá ser desenvolvida na aula de língua estrangeira, nomeadamente, na aula de Português Língua Não Materna ou Português Língua Estrangeira de modo a que sejam abordados conteúdos culturais mais aprofundados que propiciem aos alunos uma melhor perceção da identidade e da relação Eu/Outro. Sendo assim, qual é papel do professor de Português Língua Não Materna? O seu papel é fundamental na promoção da Competência Intercultural porque, em muitos casos, os materiais didáticos utilizados nas aulas só contemplam a competência linguística (lexical e gramatical). O Professor deverá, pois, analisar a realidade do país em que se encontra a lecionar e produzir materiais que convoquem a cultura portuguesa e a cultura desse país. O objetivo principal deste projeto é apresentar propostas didáticas recorrendo à literatura, ao cinema e à música, e convocar as culturas portuguesa e espanhola, porque estas foram elaboradas a pensar nos professores do Camões, I.P. que lecionam em Espanha. Importa mencionar que as propostas foram elaboradas de acordo com os níveis de proficiência do Quadro Europeu Comum de Referência para as Línguas.
We live in the era of globalization, multilingualism and cultural diversity. As these days there are more and more contacts between different cultures, the promotion of intercultural competence is of great importance. This competence should be developed in a foreign language class, in particular, in the class of Portuguese as a non-native language or Portuguese as a Foreign Language in order to cover more in-depth cultural contents that provide students with a better perception of identity and the relationship between Self and Other. So, what is the role of the teacher of Portuguese as a Foreign Language? His role is essential in promoting intercultural competence because, in many cases, the teaching materials used in classes only include the linguistic skills (lexical and grammatical skills). The teacher should therefore examine the reality of the country where he teaches and produce materials that convene the Portuguese culture and the culture of his country. The main objective of this project is to present educational proposals using literature, cinema and music, and call the Portuguese and Spanish cultures, because they were made while thinking of the teachers of Camões, I.P. that teach in Spain. It is worth mentioning that the proposals were prepared in accordance with the levels of proficiency of the Common European Framework of Reference for Languages.

The purpose of this study was to examine the peculiarities of framing of the United States in selected Belarusian newspapers during first six months of the Obama administration. The concepts of anti-Americanism, authoritarian model of mass media and framing were chosen as a theoretical framework. This study was focused on the two main questions: first, what is the difference in how Belarusian state-run and independent newspapers frame the U.S., and second, what is the mechanism of creating negative image of the U.S. in Belarusian newspapers. In order to provide comprehensive answers to both questions the multi-method approach (involving methods of content and framing analysis) was chosen. As this study demonstrated, the state-run and independent newspapers present a very different image of the U.S.: state-run newspapers present the U.S. within a scope of strong negative frames. However, the picture in the independent newspapers is the opposite: out of four general frames three were positive and one was neutral-positive. The results of the content analysis showed that negative images of the United States do not necessarily have to be promoted through direct judgmental statements, but could rather be initiated by means of selecting certain negative facts for publication, often from unidentified sources. By concentrating their attention on crime, natural catastrophes, manipulating statistical data, omitting sources of information and selecting foreign experts who are critically inclined against the U.S media create a negative image of the United States.

THE ABSTRACT The intercultural communication is an extraordinarily important topic especially within the multicultural environment of the European Union. Ph.D. work "The Intercultural Communication in the Context of the European Union Cultural Policy" is focused on a possible relation between intercultural communication and policymaking and realization of the EU cultural policy. Based on studied scholarly literature, other materials and considering previous author's expert experience a basic hypothesis was drawn up - despite all proclamation of the EU the intercultural communication is significantly underestimated. This basic premise was especially because of further surveying divided into a few fractional hypotheses. The aim of the thesis was to empirically verify the assumption formulated above. This dissertation work therefore analyzes the intercultural communication's theory, the history and the present of the EU cultural policy and the EU key institutions responsible for cultural policymaking. The work provides an overview of basic communication characteristics of the EU member states and their cultural categorization. This summary was inter alia prepared thanks to cooperation with The Hofstede Centre and Richard Lewis Communications international institute and its helpful internal online tools...