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Transcript of Cultural Education and Civil Society: How can languages contribute? Expert Seminar The Mercator...
Cultural Education and Civil Society: How can languages contribute?Expert Seminar
The Mercator Research Centre and the Basque Government27 May 2011
Sustainable linguistic diversity & intercultural responsibility:
The road to critical cosmopolitanismManuela Guilherme
Universidade Lusófona de Humanidades e Tecnologias
U N I VE R SI D AD E L U SÓ F O N Ade H u m an id ades e Tecn o logias
H u man i n i hi l a li en u m
(a) globalization(s); (b) multiculturalism & interculturality; (c) multilingualism & plurilingualism; (d) ‘glocal’ languages; (d) epistemological ecology; (e) from intercultural competence to intercultural responsibility; (f) critical cosmopolitanism.
Four forms of globalization:
- globalized localism; - localized globalism; - cosmopolitanism; - common heritage of humankind.
Santos, B. de S. (2002)Toward a multicultural conception of human rights. In B. E. Hernández-Truyol & C. Gleason (eds.), A Critical Moral Imperialism Anthology. New York: New York University Press, 39-60.
Maluda
Globalization(s)
Multiculturalism / Interculturality
Multiculturalism » “the culturally diverse nature of human society”
Criticality?
Interculturality » the “evolving relations between cultural groups ”
Criticality?
UNESCO Guidelines on Intercultural Education, 2006: 17
Multilingualism » “the co-existence of different languages in a given society”
criticality ? Plurilingualism » “the individual’s knowledge of a number of languages”
criticality ?Common European Framework for Languages, Council of Europe (1996)
» “the potential or actual ability to use several languages to varying levels of proficiency and for different purposes”» “repertoire of languages”
criticality ? Guide for the Development of Language Education Policies in Europe (2007)
The three strands of the EU's multilingualism policy:
- encouraging language learning and promoting linguistic diversity in society; - promoting a healthy multilingual economy; - promoting social integration through improved knowledge and acceptance of languages.
European languages in the world?
criticality criticality
criticality
* linguistic diversity » “a source of enrichment but also a source of tension”
* ‘personal adoptive language’ * bilateral language-to-language relations
The Group of Intellectuals for Intercultural Dialogue [EC] (2008)
»To what extent can a dominant language constitute common ground where different appropriations/productions can dialogue?
» And into which the various home cultures of the different speakers (as native, second or foreign language) can be translated?
» And, at the same time, make room for other languages to grow?
Guilherme, M. (2007) English as a global language and education for cosmopolitan citizenship. In Language and Intercultural Communication, 7:1, 72-79
* are simultaneously global and local; * are used both at global and local levels; * are not lingua francas; * are used widely as foreign languages as well as by a greater or smaller number of native speakers; * were used in colonial settings and are used by the new states as official languages;
(1) Robertson, R., 1995
“Epistemologies of the north versus epistemologies of the south”
“diatopic hermeneutics”
“knowledge ecology”
Santos, B. S. (2007), "Beyond Abyssal Thinking: From Global Lines to Ecologies of Knowledges", Review, XXX, 1, 45-89. Santos, B. S. (2007), Human Rights as an Emancipatory Script? Cultural and Political Conditions, in B. S. Santos (ed..), Another Knowledge is Possible: Beyond Northern Epistemologies. Londres: Verso, 3-40.
“critical cultural awareness” (Byram, 1997)
“intercultural competence(ies)”
“intercultural responsibility”
Guilherme, M. 2000, 2002, 2010
» “it is the ability to interact effectively with people from cultures that we recognise as being different from our own” (Guilherme, 2000: 297)
» The designation has come out as a compression for both communication and interaction across languages and cultures by putting the focus on the readiness to establish fluid relationships at the interstices of different and multiply-shaped identities, with a purpose or task in mind. We must nevertheless keep in mind that neither the idea nor the term has been stable and each lexical component of this expression – Intercultural Competence – is likewise novel and controversial” (Guilherme, 2011)
M. Byram (Ed.) (2000/2011). Encyclopaedia of Language Teaching and Learning, London: Routledge
» “may be defined as complex abilities that are required to perform effectively and appropriately when interacting with others who are linguistically and culturally different from oneself” (Fantini, 2009: 458)
» “intercultural competence is very much the competence of navigating in the world, both at the micro-level of social interaction in culturally complex settings, and at macro-levels through transnational networks like diasporas and media communications” (Risager, 2009, p. 16)
In D. K. Deardoff (ed.) The Sage Handbook of Intercultural Competence. London: Sage
» the idea of “intercultural responsibility” adds a social, relational, civic and ethical component to the conception of “intercultural competence”
» it “raises issues concerning the negotiation between the similar and the contrasting aspects of different ethical frameworks, in particular how this negotiation is verbalised and performed” (Guilherme, Keating & Hoppe, 2010: 83).
Language resources also play an important role in the development of intercultural responsibility amongst the members of multicultural groups/teams. In this setting, participants usually share a common language which is, at least for some of them, second or foreign, and speak first languages which are to a lesser or greater extent - but necessarily - different from each other. The simple fact of communicating through a medium which is perhaps not deeply-rooted in all of them may generate some sense of partnership, companionship, or even complicity and solidarity, and therefore also, to some extent, a sense of ‘intercultural responsibility’ for one another.
The notion of cosmopolitanism, once extrinsic to the idea of nationality, has also acquired an intrinsic dimension.
Criticality?
Globalization creates a world of enhanced connections, but does not itself constitutes the cosmopolitan condition; instead it establishes preconditions for its emergence. (Delanty, 2009: 250)
Criticality?
From the perspective of critical cosmopolitanism, global ethics can only occur in the plural and in ways that undergo transformation in the process of emergence. (Delanty, 2009: 250)
Criticality?
LANGUAGETEACHER
Issues of Power
Critical Thinking
(Inter)disciplinaryKnowledge
Ethics
Social Action
THEORY / PRACTICE
The Bosphorus is the 32 km (20-mi)-long strait which joins the Sea of Marmara with the Black Sea in Istanbul, and separates the continents of
Europe and Asia.