„a vida é a arte de encontros apesar de tantos … · transcultural education ... • qualities...

Transcultural Educ ation - D r. M arkus Auditor - w w w.uni-k assel.de/go/global- cit izenship - auditor@uni-k assel.de - 0561 804 72 57

T r A n s c u lT u r A l E D u c AT i o nglobal - SuStainable - multifariouS - Dialogic

„A vida é a arte de encontros

apesar de tantos desencontros“

(life is the art of encounter even though

there are many disencounters throughout life)

(Vinicius de moraes)



From the strange other to another i

What is for you “typical German”?

Write 7-10 concepts.




What is for you “typical German”?

select identical concepts.

What concepts are you agree with? Give reasons!

What remains controversial? Give reasons!

Present your results.




“typical”?

•just in XY country; not another country; not anywhere•the XY; we; everyone; anyone; the majority•always; general

vs.

•in other countries too; anywhere•depends on people/ generations/ regions•some yes, some not; even others




“typical”?

Definition question•What is understood under the term “typic”?•What is understood under the respective attributions?Historical context question•Where has the attribution its origin?•in which sense do the attributions loose their meanings through

the social changes?Perspective question•How is this seen by the residents?•How is it seen in the foreign countries?




“typical” and stereotypes

We have all images of ourselves, of the others and of the world that influence our behavior and our way of acting (see mead).

These self‘s perception, perception of other(s) and world percep-tion are social constructions of reality and not an objective reality (see berger / luckmann).

These perceptions become stereotypes in case of reduction, gene-ralisation and dualistic thinking.

in particular in the new behavior‘s contexts we look for an orienta-tion in the stereotypes.




“typical” and stereotypes

But: stereotypes and the prejudices within them can be marginali-zing and devaluing because of their exclusivity.


categories of attributions•objects•Traditions•Qualities and way of behave => values and norms




What does openness within the intercultural context mean?

What importance has one´s view on oneself, others and the world?

What does this mean for a res-pectful and peaceful coexistence?

action

actionreflection

reflectionIsubject

MEobject

OTHERobject

othersubject



Vom fremden Anderen zum anderen selbst

openness within the intercultural context requires knowledge,abilities and willingness forde- and reconstructing our

self‘s perception, perception ofother(s) and world perception

and the stereotypes andprejudices within them.

action

actionreflection

reflectionIsubject

MEobject

OTHERobject

othersubject

Transcultural Education - Dr. Markus Auditor - www.uni-kassel.de/go/transkulturell - [email protected] - 0561 804 72 57

T R A N S C U LT U R A L E D U C AT I O NGLOBAL - SUSTAINABLE - MULTIFARIOUS - DIALOGIC

Workshop: How can we make globalisation (more) human?

„on tHe way to global citizensHip“

Globalisation: Transmigration and Transnationalism

it‘s not only necessary to recognise the plurality of our identitiesand its multifarious implications; further the profound

understanding is in a kind significant, that the strength andmeaning of certain identities with their inevitable differences are

due to our free choice

British citizen, Malaysian origin, with Chinese physical features, broker, non-vegetarian, asthmatic, linguist, bodybuilder,

poet, anti-abortionist, ornithologist, astrologer

(Sen 2007: 20 and 38)





Globalisation: Transmigration and Transnationalism

divers, transborder relations in family, economical, social, organisational, religious and political affairs

a simultaneous positioning in different social spaces

transmigrants create and refer to multiple and fluid identitieswithin their complex social networking

resistance against the global political andeconomic circumstances

(Glick Schiller / Basch / Blanc-Szanton 2015: 139 ff.)





Globalisation: Interconectedness and Transculture

our cultures are no longer characterised by homogeneityand separation, but they permeate one another,they are largely characterised by hybridisation

(Welsch 2010: 42)

highly varied phenomena [...] as the result of the extremlycomplex transmutations of culture

(Ortiz 1995: 98)





Globalisation: Interconectedness and Transculture

we all live already a cosmopolitan life with various cultural influences

(Appiah 2007: 141)

the most of us are affected by various cultural origins andrelationships. We are cultural hybrids. Culture identity of

contemporary individuals is a patchwork identity

(Welsch 2010: 43)



World View core culture(s) TransculturalModernity

comprehensionof culture

homogeneity ball model

static / exclusive

heterogeneitydiversity / hybriditydynamic / inclusive

identity and valuesethnic nation

routines / habitsnational

diversity in unityhuman rightslocal / global

maxims of behavi-our and action

deficit orientationintegrationadaptation

recognitioninclusion

participation/dialogue





from an exlusive to an inclusive attitude


-> either ... or ... = exclusive

vs.

•in other countries too; anywhere•depends on people/ generations/ regions•some yes, some not; even others

-> ... as well as ... = inclusive





Dialogical Attitude

transcultural communication competence asdialogue-competence to overcome ethnozentrism

(Matoba 2000: 65)

the truthful devotion to the other includes acceptation,

I said yes to the other as person(Buber 2002: 293)

dialogue cannot exist without humility [...] the thematicuniverse of the participants - the aggregate of their

‚generative topics‘ - opens the dialogue(Freire 1998: 73 f.)





Culture Literacy

comprehension of cultures and values and its dynamics […] of today‘s societies [...], of cultural transformation and of the roles of

different stakeholders in cultural processes(Schneidewind 2013: 136)

a level of reading the word and the world that involves the develop-ment of skills of critical engagement and reflexivity: the analysis and critique of the relationship among perspectives, languages, power,

social groups and social practices

(Andreotti 2014: 41)





Empowerment

action is always a choice of the individual after a careful analysisof the context of intervention, of different views, of power relations (especially the position of who is intervening) and of short and long

term (positive and negative) implications of goals and strategies

(Andreotti 2014: 49)

to open new alternatives for action to break with existing routinesand enable people to act corresponding to new value patterns

(Schneidewind 2013: 135 f.)





culture literacy

empowerment

dialogical attitudeHow to develope comprehension of cultures and

values and its dynamics in a global migrant society?

How to enhance to handle with multiple truths by overcoming dualistic thinking and to appreciate the other(s) by the critical reflection of our self perception, perception of/by others and perception of the world?How to contribute to a respectful and peace-ful coexistence and sustainable develop-ment by cross-cultural global citizen action?

„a vida é a arte de encontros apesar de tantos … · transcultural education ... • qualities...

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