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The New Meaning Of Educational Change

Cosmopolitanism: Ethics in a World of Strangers. By Kwame Anthony Appiah. (New York: W. W. Norton, 2006. Pp. xxii + 196, preface, introduction, acknowledgments, notes, index. $24.95 cloth, $15.95 paper) Kwame Anthony Appiah's Cosmopolitanism is meant as a guide for identifying and confronting complex ethical issues in a multi-perspectival world. Its author, an Oxford-educated philosopher of Ghanaian-British parentage, bridges worlds. The term cosmopolitanism - the author prefers it over globalizations narrow association with economics and multiculturalismi observed tendency to prescribe - encompasses two core values: "the idea that we have obligations to others, obligations that stretch beyond those to whom we are related by the ties of kith and kin, or even formal ties of a shared citizenship," and the idea "that we take seriously the value not just of human life but of particular human lives, which means taking an interest in the practices and beliefs that lend them significance" (xv). Terms such as tolerance, kindness, and pluralism are central to cosmopolitan thinking. Appiah presents a wide range of issues that can serve as frames through which to examine how we as individuals and professionals make ethical decisions - essential for the humanities scholar, student, and public-sector folklorist: How real are values? What do we talk about when we talk about differences? Is any form of relativism right? When do morals and manners clash? Can culture be owned? What do we owe strangers by virtue of our shared humanity? And all this is good... and yet, and yet. Too often, the resolutions Appiah proposes for these key issues are so one-sided and misleading, so bolstered by irrelevant, erroneous, and outdated sources, that they are of little help in sorting through the paradoxical interfaces of pluralism and autonomy, diversity and democracy, and globalization and protection of what is valuable in the local. In his central chapter, "Cosmopolitan Contamination," Appiah proposes a change of priorities - away from purity, peoples, authenticity, tribalism, and cultural protection, and toward individuals, mixture, modernity, rights, and what he calls contamination (his term for healthy hybridization) . His philosophical underpinning ("The right approach, I think, starts by taking individuals - not nations, tribes or 'peoples' - as die proper object of moral concern" [Appiah 2006] ) is a hallmark of rightist thought and practice. The left emphasizes social, political, and environmental factors that can constrain the ability of individuals to choose freely. Both perspectives are needed, but only one is developed in this book. Many folklorists are familiar with issues of cultural change and preservation as discussed at UNESCO and WIPO. Appiah reveals no understanding of the complexities of diese dynamics. He wrongly assumes many anthropologists to be cultural relativists who tolerate such practices as female genital mutilation (15) and that UNESCO's Declaration of Cultural Diversity celebrates a pluralism that could embrace the likes of the KKK conveniently ignoring Article IV: "No one may invoke cultural diversity to infringe upon human right. …

Cosmopolitanism: Ethics in a World of Strangers

Mapping the Margins: Intersectionality, Identity Politics, and Violence Against Women of Color

This text undertakes an analysis of three concepts, namely ‘multiculturalism,’ ‘interculturality,’ and ‘the transcultural,’ which are scrutinized and discussed in their potential for explaining the wider scope of inequality, difference, and diversity as developed in perspectives of different north-south conceptual frameworks. The discussion draws from recently published or other made public sources from different academic and cultural traditions and, therefore, it maps different perspectives and uses of these terms. They have lately been made ubiquitous in the academic and social discourse and are often used indiscriminately. In fact, it is impossible to establish fixed and stable lines between them since they form a complex web of meanings that, to some extent, may crisscross each other. However, it is feasible, for the purpose of deeper scientific accurateness, to identify layers and regions of meaning for each of one of them and this is what this article attempts to do, against a backdrop of different ...

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Difference in diversity: multiple perspectives on multicultural, intercultural, and transcultural conceptual complexities

Albeit indispensable to understanding human action, the concept of culture has suffered from excessive enthusiasm in the fields of intercultural education as well as in intercultural teacher training, leading too often to culturalist stances. These excesses of intercultural education and training as well as their contradictory message (between praising and minimising – even ignoring – culture and cultural differences) have led some scholars to advocate for the abandonment of the concept of culture altogether. Rather than this radical and counterproductive approach, we propose a heuristic tool: the dialectical square of cultural difference, as well as three metaphors of culture, that should help teacher educators to foster a dynamic and complex understanding of culture and cultural difference among pre- and in-service teachers.

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‘Taking culture seriously’: implications for intercultural education and training

Gunther Dietz, 2009, Munster/Nueva York/Munich/Berlin, Bildung in Umbruchsgesellschaften, Band 8, 184 pp.

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Multiculturalism, Interculturality and Diversity in Education. An Anthropological Approach

Este trabajo tiene por objeto analizar el proyecto pedagogico de Comunidades de Aprendizaje desde una mirada intercultural. La investigacion en la que se sustenta se baso en la realizacion de un estudio etnografico durante los cursos escolares 2008/09 y 2009/10, en un colegio publico de Educacion Infantil y Primaria que es Comunidad de Aprendizaje en la ciudad de Sevilla. El articulo revisa desde el punto de vista teorico los enunciados de la Educacion Intercultural, adoptando como posicionamiento el “enfoque intercultural”. ´Este lo entendemos como “metafora” que, siguiendo a Aguado (2011), significa una forma de pensar lo complejo, lo diverso y lo diferente, atendiendo a su caracter practico y hermeneutico. Dicho posicionamiento nos sirve de apoyo para el analisis del centro educativo seleccionado, del que resaltamos los siguientes resultados: En primer lugar, una transformacion del concepto de diversidad y diferencia, entendiendo lo intercultural mas alla de los marcadores etnicos asociados generalmente con extranjeria y mas centrado en procesos que en resultados. En segundo lugar, un cambio igualmente de los procesos de ensenanza-aprendizaje, que conllevaria un cuestionamiento de ciertas practicas docentes rutinizadas tales como la alianza con determinados materiales pedagogicos o el monopolio exclusivo del control por parte de la figura del/la maestro/a. Por ultimo, detectamos un transito de lo individual hacia lo colectivo a partir de la restructuracion de las relaciones socio-escolares, significando una nueva concepcion de las responsabilidades de todos sus agentes y de las funciones que ha de cumplir la escuela. Finalizamos el articulo con una sintesis de las conclusiones, las cuales nos muestran los vinculos, oportunidades y tambien amenazas que el proyecto Comunidad de Aprendizaje ofrece a la practica intercultural. PALABRAS CLAVE: Escuelas Primaria; diversidad; etnografia; educacion intercultural, educacion inclusiva, inmigracion. ABSTRACT This paper aims to analyze the Learning Communities teaching project from an intercultural perspective. The research is based on an ethnographic study conducted during the academic years 2008/09 and 2009/10 in a state-run primary school which is a Learning Community in the city of Seville. The article reviews the declarations of Intercultural Education from a theoretical point of view, adopting the "intercultural approach". Here, this stance is understood as a "metaphor" that, according to Aguado (2011), would mean a way of thinking about the complex, diverse and different, taking into account its practical and hermeneutical nature. This position acts as a support to analyze the selected case and focus on three dimensions of school. Firstly, a transformation in the concept of diversity and difference, understanding interculturality to focus more on process than on results, and going beyond the ethnic markers generally associated with foreigners. Secondly, a change also in the teaching-learning process that would question certain routinized teaching practices such as the alliance with textbooks or the teacher’s exclusive monopoly on control. Finally, a transition is detected from the individual to the collective through the restructuring of socio-school relations, signifying a new conception in the responsibilities of all agents and the functions performed by the school. The article concludes by summarizing the results, showing the links, opportunities and threats offered by the Learning Community project to intercultural practice.

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Una comunidad de aprendizaje desde el enfoque intercultural: diálogos, emergencias y contradicciones en la práctica escolar

El articulo presenta los resultados de una investigacion cuyo objetivo fundamental ha sido analizar e identificar cuales son las estrategias ?tanto bilingues como interculturales? que despliegan familias transmigrantes hispano-germanas. La metodologia que hemos seguido se instala en el enfoque biograficonarrativo, de tal manera que hemos reconstruido las etapas y proyectos migratorios de dichas familias, interesandonos por el discurso de los padres y madres a proposito de las estrategias, objetivos y teorias que subyacen a las practicas, asi como el interes que muestran por mantener y potenciar las competencias bilingues e interculturales en su cotidianidad. Una vez analizado todo el material empirico, los resultados que presentamos se organizan en torno a cuatro grandes dimensiones de analisis: a) «Practicas bilingues», donde describimos que estrategias siguen las familias para el fomento y potenciacion del bilinguismo; b) «Teorias cotidianas sobre la interculturalidad», entendidas como aquellos discursos que se refieren a «teorias» y «niveles de analisis» sobre la percepcion y aceptacion de la diversidad cultural; c) una tercera denominada «Redes sociales», referida a la participacion activa de los miembros del grupo familiar en redes ?ya sean familiares, de ocio, laborales o de otro tipo? y que, segun sus discursos, les permite fomentar y mantener la transmigracion, el bilinguismo y las competencias interculturales; y, por ultimo, d) el «Cosmopolitismo», referido a la seleccion de discursos de las familias que muestran motivos, valoraciones y actitudes positivas acerca de la diversidad linguistica y cultural, al margen de que estas sean practicadas o no.

Estrategias bilingües e interculturales en familias transmigrantes

This paper presents research findings that focus on analyzing the conditions that enable and/or complicate the development of the critical intercultural approach in Pre-schools and Primary schools. To this end, three case studies were conducted in schools in the Spanish Autonomous Region of Andalusia. The main data production techniques used were: participatory observation, interviews and documentary analysis. The results are organized around three dimensions of analysis: the concept of inequality and/or diversity as a driving force for change in schools and the opening-up of the school setting as a challenge/ reproduction of cultural homogeneity and hegemony. The findings show how the dynamics and interactions that exist within these schools provide opportunities but also create limitations when it comes to shaping new intercultural realities.

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Conditions Allowing the Possible Development of Critical Intercultural Education. Three Case Studies in the Andalusian Context Condiciones de posibilidad y desarrollo para una educación intercultural crítica. Tres estudios de caso en el contexto andaluz

This article presents the results of a research project concerned with analysing and identifying the discourses and related strategies used by Spanish–German trans‐migrant families to support and develop bilingual and intercultural competences stemming from their transmigratory experiences. Using the biographical‐narrative approach, we reconstruct the families’ migratory phases, emphasising shifting parental discourses on bilingual practices and intercultural competences in the home. After presenting the analysed empirical data, the results obtained are grouped into four broader intrepretative frameworks: bilingual practice, life‐world intercultural theories, social networks and ‘cosmopolitanism’.

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María García-Cano Torrico

Papers

Multiculturalism, Interculturality and Diversity in Education. An Anthropological Approach

Una comunidad de aprendizaje desde el enfoque intercultural: diálogos, emergencias y contradicciones en la práctica escolar

Estrategias bilingües e interculturales en familias transmigrantes

Conditions Allowing the Possible Development of Critical Intercultural Education. Three Case Studies in the Andalusian Context Condiciones de posibilidad y desarrollo para una educación intercultural crítica. Tres estudios de caso en el contexto andaluz

Transmigrant families: intercultural and bilingual competences development