Pub Date : 2022-04-03DOI: 10.1080/17447143.2022.2069784
Hamza R’boul
ABSTRACT Intercultural communication is one of the primary fields that can deconstruct and unsettle historical and contemporary power structures. However, the demands for decolonizing the field warrant thoughtful and self-critical appraisal of how interculturality theory may fail to fulfill its inherent premises, e.g. equality, the problematization of international relations, reconciliation among cultures and ensuring the smooth functioning of intercultural communication. What is more disturbing is that intercultural communication may often focus on modest reforms calling for the inclusion of marginalized knowledges, rather than on fundamental institutional changes that can eradicate the forces that produce marginalization. To showcase the knowledge hierarchies characterizing the field, this paper examines the editorial boards and publication practices of five leading journals in intercultural communication. This paper discusses meta-intercultural ontologies and South-South inter-epistemic dialogue as nuanced decolonial counter-visions for disrupting the imbalances in global knowledge production in intercultural communication. Meta-intercultural ontologies is presented as a rhetoric of knowledging that processes various epistemological exigencies in order to support new frameworks, methodologies and decolonial knowledge production. South-South inter-epistemic dialogue is a form of collective decolonial thinking and acting whereby it is possible to transition from resistance to new insurgencies that interrupt, cultivate and exercise novel articulations and narratives.
{"title":"Epistemological plurality in intercultural communication knowledge","authors":"Hamza R’boul","doi":"10.1080/17447143.2022.2069784","DOIUrl":"https://doi.org/10.1080/17447143.2022.2069784","url":null,"abstract":"ABSTRACT Intercultural communication is one of the primary fields that can deconstruct and unsettle historical and contemporary power structures. However, the demands for decolonizing the field warrant thoughtful and self-critical appraisal of how interculturality theory may fail to fulfill its inherent premises, e.g. equality, the problematization of international relations, reconciliation among cultures and ensuring the smooth functioning of intercultural communication. What is more disturbing is that intercultural communication may often focus on modest reforms calling for the inclusion of marginalized knowledges, rather than on fundamental institutional changes that can eradicate the forces that produce marginalization. To showcase the knowledge hierarchies characterizing the field, this paper examines the editorial boards and publication practices of five leading journals in intercultural communication. This paper discusses meta-intercultural ontologies and South-South inter-epistemic dialogue as nuanced decolonial counter-visions for disrupting the imbalances in global knowledge production in intercultural communication. Meta-intercultural ontologies is presented as a rhetoric of knowledging that processes various epistemological exigencies in order to support new frameworks, methodologies and decolonial knowledge production. South-South inter-epistemic dialogue is a form of collective decolonial thinking and acting whereby it is possible to transition from resistance to new insurgencies that interrupt, cultivate and exercise novel articulations and narratives.","PeriodicalId":45223,"journal":{"name":"Journal of Multicultural Discourses","volume":"17 1","pages":"173 - 188"},"PeriodicalIF":1.5,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45967423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/17447143.2022.2102174
Cláudia Pato de Carvalho
{"title":"Innovative perspectives on knowledge creation based on arts-related methods and participatory research","authors":"Cláudia Pato de Carvalho","doi":"10.1080/17447143.2022.2102174","DOIUrl":"https://doi.org/10.1080/17447143.2022.2102174","url":null,"abstract":"","PeriodicalId":45223,"journal":{"name":"Journal of Multicultural Discourses","volume":"17 1","pages":"195 - 200"},"PeriodicalIF":1.5,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47642159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/17447143.2022.2102173
Weihua Yu
{"title":"Recent research trends on language education: translanguaging and linguaculture perspectives","authors":"Weihua Yu","doi":"10.1080/17447143.2022.2102173","DOIUrl":"https://doi.org/10.1080/17447143.2022.2102173","url":null,"abstract":"","PeriodicalId":45223,"journal":{"name":"Journal of Multicultural Discourses","volume":"17 1","pages":"189 - 194"},"PeriodicalIF":1.5,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42555767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/17447143.2022.2063873
Suresh Canagarajah
ABSTRACT This article draws from scalar theory to examine how textual diversification can engage with linguistic and social structures to both pluralize academic writing and facilitate an alternate structuration of publishing policies and practices. It adopts indexical analysis to demonstrate how non-normative linguistic choices can gain uptake for meanings and status in academic communication, leading to the rescaling of vernacular resources in global publishing contexts. The author illustrates from his own academic publishing to demonstrate how he engaged with the different communicative contexts and changing geopolitical and epistemological conditions to introduce his heritage languages and literacy practices towards decolonizing academic writing. The article demonstrates the possibility of paradoxical outcomes such as the following: it is possible to have norms and also variation at the same time; structure and change can be simultaneous; the diverse spaces between the macro and micro might allow for different representational possibilities; and the rhizomatic and layered social, spatial and temporal scales mediate structures and agency for new alternatives.
{"title":"Language diversity in academic writing: toward decolonizing scholarly publishing","authors":"Suresh Canagarajah","doi":"10.1080/17447143.2022.2063873","DOIUrl":"https://doi.org/10.1080/17447143.2022.2063873","url":null,"abstract":"ABSTRACT This article draws from scalar theory to examine how textual diversification can engage with linguistic and social structures to both pluralize academic writing and facilitate an alternate structuration of publishing policies and practices. It adopts indexical analysis to demonstrate how non-normative linguistic choices can gain uptake for meanings and status in academic communication, leading to the rescaling of vernacular resources in global publishing contexts. The author illustrates from his own academic publishing to demonstrate how he engaged with the different communicative contexts and changing geopolitical and epistemological conditions to introduce his heritage languages and literacy practices towards decolonizing academic writing. The article demonstrates the possibility of paradoxical outcomes such as the following: it is possible to have norms and also variation at the same time; structure and change can be simultaneous; the diverse spaces between the macro and micro might allow for different representational possibilities; and the rhizomatic and layered social, spatial and temporal scales mediate structures and agency for new alternatives.","PeriodicalId":45223,"journal":{"name":"Journal of Multicultural Discourses","volume":"17 1","pages":"107 - 128"},"PeriodicalIF":1.5,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45857291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/17447143.2022.2041645
S. Waisbord
De-westernization of communication studies is a diffused, multi-pronged intellectual movement, that has produced vibrant literature in recent years from around the world. De-westernization is both a layered argument as well as a political indictment of western-centric academic knowledge. It calls western scholarship to be aware of its blindspots and to open to non-western studies. It denounces inequalities in globalized communication studies, the persistent hegemony and universalist aspirations of western perspectives, the one-way global flow of academic ideas, and the limited inroads of non-western scholarship in the global North (Demeter 2020). De-westernization interrogates the provenance and the positionality of academic knowledge. Addressing these issues should be second nature for any scholar. Where do ideas come from? From what position do we produce knowledge? What are the biases of my work? What are the strengths and limitations of research and intellectual traditions? These questions, however, are rarely discussed in public, as if it were bad etiquette, akin to talking about religion or politics at the dinner table during the holidays. This is a major omission for a simple reason: Academic knowledge is produced in specific settings, shaped by multiple factors – from resources to political environments. Therefore, revealing biases is necessary to assess what’s missed and misinterpreted – what gets lost when communication studies are anchored in a particular set of intellectual traditions and experiences. In this regard, de-westernization overlaps with a related movement that also foregrounds issues of positionality: the critique of racialized and gendered structures of academic scholarship. Both movements tear off the pretense of abstract, aseptic, neutral science. They scrutinize how specific hierarchies and histories of power are woven into the production of academic knowledge, which in turn, reinforce inequalities and suppress or make alternative perspectives invisible. They reflect a move from the margins that questions dominant structures and demands a leveled field. De-westernization is also a political movement. It urges an intellectual shift – moving the gravitational center of scholarship. It is not simply a geographical turn; it is a call to curiosity about and engagement with ideas produced in various corners of the world. This demands the recognition of neglected intellectual traditions underpinning communication theories outside the west. De-westernization is another name for cosmopolitan scholarship (Waisbord 2016; Badr and Ganter 2020) in our globalized times – a necessary corrective and alternative to arguments with universalities aspirations generally
{"title":"What is next for de-westernizing communication studies?","authors":"S. Waisbord","doi":"10.1080/17447143.2022.2041645","DOIUrl":"https://doi.org/10.1080/17447143.2022.2041645","url":null,"abstract":"De-westernization of communication studies is a diffused, multi-pronged intellectual movement, that has produced vibrant literature in recent years from around the world. De-westernization is both a layered argument as well as a political indictment of western-centric academic knowledge. It calls western scholarship to be aware of its blindspots and to open to non-western studies. It denounces inequalities in globalized communication studies, the persistent hegemony and universalist aspirations of western perspectives, the one-way global flow of academic ideas, and the limited inroads of non-western scholarship in the global North (Demeter 2020). De-westernization interrogates the provenance and the positionality of academic knowledge. Addressing these issues should be second nature for any scholar. Where do ideas come from? From what position do we produce knowledge? What are the biases of my work? What are the strengths and limitations of research and intellectual traditions? These questions, however, are rarely discussed in public, as if it were bad etiquette, akin to talking about religion or politics at the dinner table during the holidays. This is a major omission for a simple reason: Academic knowledge is produced in specific settings, shaped by multiple factors – from resources to political environments. Therefore, revealing biases is necessary to assess what’s missed and misinterpreted – what gets lost when communication studies are anchored in a particular set of intellectual traditions and experiences. In this regard, de-westernization overlaps with a related movement that also foregrounds issues of positionality: the critique of racialized and gendered structures of academic scholarship. Both movements tear off the pretense of abstract, aseptic, neutral science. They scrutinize how specific hierarchies and histories of power are woven into the production of academic knowledge, which in turn, reinforce inequalities and suppress or make alternative perspectives invisible. They reflect a move from the margins that questions dominant structures and demands a leveled field. De-westernization is also a political movement. It urges an intellectual shift – moving the gravitational center of scholarship. It is not simply a geographical turn; it is a call to curiosity about and engagement with ideas produced in various corners of the world. This demands the recognition of neglected intellectual traditions underpinning communication theories outside the west. De-westernization is another name for cosmopolitan scholarship (Waisbord 2016; Badr and Ganter 2020) in our globalized times – a necessary corrective and alternative to arguments with universalities aspirations generally","PeriodicalId":45223,"journal":{"name":"Journal of Multicultural Discourses","volume":"17 1","pages":"26 - 33"},"PeriodicalIF":1.5,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41373239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/17447143.2022.2085731
Syed Abdul Manan, Khadija Tul-Kubra
ABSTRACT When government announced removal of the Goodbye Mr. Chips from intermediate-level English textbooks in one of the provinces of Pakistan, the public and media response was overwhelming. Students in particular took a sigh of relief because many believed it was a boring story by a foreign author, depicting a foreign setting. Drawing on this development as a reference point, this article examines the perspectives of students and teachers about the teaching of English literature in part of Pakistan. The method used combines semi-structured interviews with a questionnaire survey. Using Coloniality and Decoloniality as conceptual frames, the paper discusses the significance of participants’ perspectives at theoretical, ideological and implementational levels. Findings suggest a paradigmatic shift from the Anglo-normativity. Participants call for an overhaul of the current English literature-dominated curriculum. Their alternative paradigm is more pluralist, which should: reclaim the indigenous/local knowledge, be firmly grounded in students’ sociocultural ecologies, and take into consideration students’ cognitive engagement and identity investment. We interpret their reflective agency as a significant epistemic break from the normative deterministic logic of the unassailable position of English, and their voices as robust intellectual tools. Symbolically, these voices seek to liberate academia from the yoke of coloniality.
{"title":"Reclaiming the indigenous knowledge(s): English curriculum through ‘Decoloniality’ lens","authors":"Syed Abdul Manan, Khadija Tul-Kubra","doi":"10.1080/17447143.2022.2085731","DOIUrl":"https://doi.org/10.1080/17447143.2022.2085731","url":null,"abstract":"ABSTRACT When government announced removal of the Goodbye Mr. Chips from intermediate-level English textbooks in one of the provinces of Pakistan, the public and media response was overwhelming. Students in particular took a sigh of relief because many believed it was a boring story by a foreign author, depicting a foreign setting. Drawing on this development as a reference point, this article examines the perspectives of students and teachers about the teaching of English literature in part of Pakistan. The method used combines semi-structured interviews with a questionnaire survey. Using Coloniality and Decoloniality as conceptual frames, the paper discusses the significance of participants’ perspectives at theoretical, ideological and implementational levels. Findings suggest a paradigmatic shift from the Anglo-normativity. Participants call for an overhaul of the current English literature-dominated curriculum. Their alternative paradigm is more pluralist, which should: reclaim the indigenous/local knowledge, be firmly grounded in students’ sociocultural ecologies, and take into consideration students’ cognitive engagement and identity investment. We interpret their reflective agency as a significant epistemic break from the normative deterministic logic of the unassailable position of English, and their voices as robust intellectual tools. Symbolically, these voices seek to liberate academia from the yoke of coloniality.","PeriodicalId":45223,"journal":{"name":"Journal of Multicultural Discourses","volume":"17 1","pages":"78 - 100"},"PeriodicalIF":1.5,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41508191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/17447143.2022.2033246
Y. Miike
ABSTRACT This commentary article argues that, if we wish to make multicultural dialogue truly multicultural, we must rethink three pervasive and prevailing ideologies that are explicitly and implicitly shaping the current trends of communication theory, namely, cultural convergence, theoretical globalism, and comparative Eurocentrism. Cultural convergence should not be presumed only in light of popular culture and digital communication. A theory with its universal application should not be deemed as the highest form of theory. (U.S.) Eurocentric traditions should not be constantly honored as global standards. It is the author’s contention that, as long as these flawed ideological foundations remain unexamined, multicultural dialogue will be hegemonic monologue among Western and Westernized elites in the world. The constitutive metamodel will be useful and helpful for mutual referencing and learning when we metatheorize similarities and differences among cultural traditions of communication theory outside the limits of these problematic ideologies.
{"title":"What makes multicultural dialogue truly multicultural? Rethinking cultural convergence, theoretical globalism, and comparative Eurocentrism","authors":"Y. Miike","doi":"10.1080/17447143.2022.2033246","DOIUrl":"https://doi.org/10.1080/17447143.2022.2033246","url":null,"abstract":"ABSTRACT This commentary article argues that, if we wish to make multicultural dialogue truly multicultural, we must rethink three pervasive and prevailing ideologies that are explicitly and implicitly shaping the current trends of communication theory, namely, cultural convergence, theoretical globalism, and comparative Eurocentrism. Cultural convergence should not be presumed only in light of popular culture and digital communication. A theory with its universal application should not be deemed as the highest form of theory. (U.S.) Eurocentric traditions should not be constantly honored as global standards. It is the author’s contention that, as long as these flawed ideological foundations remain unexamined, multicultural dialogue will be hegemonic monologue among Western and Westernized elites in the world. The constitutive metamodel will be useful and helpful for mutual referencing and learning when we metatheorize similarities and differences among cultural traditions of communication theory outside the limits of these problematic ideologies.","PeriodicalId":45223,"journal":{"name":"Journal of Multicultural Discourses","volume":"17 1","pages":"34 - 43"},"PeriodicalIF":1.5,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43612072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/17447143.2021.2024838
M. Imperiale, A. Phipps
ABSTRACT In this article, we analyse the response of UK academics to the UK government decision to cut international development research funding as part of the overseas aid budget reduction, undertaken in March 2021. This decision affects and will have long-lasting effects on any research project involving the UK and international partners, particularly in Global South contexts. We use Critical Metaphor Analysis (CMA) to analyse news, blogs, interviews that UK-based academics wrote in response to the cuts announcement, from 11 March 2021 to 30 April 2021. We identified the following metaphors: CUTS ARE AN ENTITY; CUTS ARE A THREAT, CUTS ARE ILLNESS, CUTS ARE VIOLENCE; plus, on the other hand, RESEARCH IS HEALTH, RESEARCH IS A JOURNEY, RESEARCH IS CONNECTION. UK academics have used ‘idioms of distress’, which are cultural expressions, often metaphorical, through which people articulate distress. Therefore, our contribution is threefold. First, we suggest that the metaphors used have a persuasive and evaluative aim and function. Second, we open up a space for an interdisciplinarity between CMA and ‘idioms of distress’. Third, we warn about the need for the UK government and responsible institutional bodies to restore communication and trust with the global academic research community in International Development.
{"title":"Cuts destroy, hurt, kill: a critical metaphor analysis of the response of UK academics to the UK overseas aid budget funding cuts","authors":"M. Imperiale, A. Phipps","doi":"10.1080/17447143.2021.2024838","DOIUrl":"https://doi.org/10.1080/17447143.2021.2024838","url":null,"abstract":"ABSTRACT In this article, we analyse the response of UK academics to the UK government decision to cut international development research funding as part of the overseas aid budget reduction, undertaken in March 2021. This decision affects and will have long-lasting effects on any research project involving the UK and international partners, particularly in Global South contexts. We use Critical Metaphor Analysis (CMA) to analyse news, blogs, interviews that UK-based academics wrote in response to the cuts announcement, from 11 March 2021 to 30 April 2021. We identified the following metaphors: CUTS ARE AN ENTITY; CUTS ARE A THREAT, CUTS ARE ILLNESS, CUTS ARE VIOLENCE; plus, on the other hand, RESEARCH IS HEALTH, RESEARCH IS A JOURNEY, RESEARCH IS CONNECTION. UK academics have used ‘idioms of distress’, which are cultural expressions, often metaphorical, through which people articulate distress. Therefore, our contribution is threefold. First, we suggest that the metaphors used have a persuasive and evaluative aim and function. Second, we open up a space for an interdisciplinarity between CMA and ‘idioms of distress’. Third, we warn about the need for the UK government and responsible institutional bodies to restore communication and trust with the global academic research community in International Development.","PeriodicalId":45223,"journal":{"name":"Journal of Multicultural Discourses","volume":"17 1","pages":"61 - 77"},"PeriodicalIF":1.5,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46490552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/17447143.2022.2071910
Yih Ren
Education and Intercultural Identity and Making Sense of The Intercultural both deploy interviews, oral narratives, and ethnographic research to illustrate the critical role of intercultural discourse in the transformation of global normativity and hegemony and the development of a global orientation, critical consciousness, and intercultural understanding. Both books recognize dialogue as an indispensable tool to develop relationships of collective thinking and action within our society. To Barthes et al. (2012), dialogue is identified as the ‘zero degree of language.’ At this degree, communication becomes a transformative act emancipated from ideology. Likewise, to Freire et al. (2020), dialogue becomes a pedagogical condition for new yet critical consciousness to emerge and challenge constricting worldviews, knowledge production, and boundaries to human existence. Looking around the world, conflicts, fear, and coercion dominate headlines raising debates over refugees and nationalism in the Western societies that have become even more charged during the Covid era of isolation and polarization. With increasing conflict, migration and globalization bringing innumerable changes to social, cultural, and political environments, we need a proper language to describe, conceptualize, and practice multiculturism, intercultural communication, and diversity (Beck 2011). This book review starts with an overview of each book and then discusses ideas shared by both books and thoughts and visions that contrast or complement each other. Lastly, the review article concludes with questions for readers to further think about decolonizing normativity and embodying the alternative ways of knowing and being.
《教育与跨文化认同》和《理解跨文化》都运用访谈、口头叙述和民族志研究来说明跨文化话语在全球规范和霸权的转变以及全球取向、批判意识和跨文化理解的发展中的关键作用。两本书都承认对话是在我们的社会中发展集体思考和行动关系的不可或缺的工具。对Barthes et al.(2012)来说，对话被认为是“零程度的语言”。在这个程度上，交流成为一种从意识形态中解放出来的变革行为。同样，对于Freire等人(2020)来说，对话成为一种新的批判性意识出现的教学条件，并挑战狭隘的世界观、知识生产和人类存在的界限。放眼世界，冲突、恐惧和胁迫占据了新闻头条，引发了西方社会关于难民和民族主义的争论，在新冠疫情时期，西方社会的孤立和两极分化变得更加激烈。随着冲突、移民和全球化的增加，给社会、文化和政治环境带来了无数的变化，我们需要一种合适的语言来描述、概念化和实践多元文化主义、跨文化交流和多样性(Beck 2011)。这篇书评从每本书的概述开始，然后讨论两本书共享的观点，以及相互对照或互补的思想和愿景。最后，这篇评论文章提出了一些问题，供读者进一步思考去殖民化的规范性和体现认识和存在的替代方式。
{"title":"Actualizing interculturality through finding de-centred threads","authors":"Yih Ren","doi":"10.1080/17447143.2022.2071910","DOIUrl":"https://doi.org/10.1080/17447143.2022.2071910","url":null,"abstract":"Education and Intercultural Identity and Making Sense of The Intercultural both deploy interviews, oral narratives, and ethnographic research to illustrate the critical role of intercultural discourse in the transformation of global normativity and hegemony and the development of a global orientation, critical consciousness, and intercultural understanding. Both books recognize dialogue as an indispensable tool to develop relationships of collective thinking and action within our society. To Barthes et al. (2012), dialogue is identified as the ‘zero degree of language.’ At this degree, communication becomes a transformative act emancipated from ideology. Likewise, to Freire et al. (2020), dialogue becomes a pedagogical condition for new yet critical consciousness to emerge and challenge constricting worldviews, knowledge production, and boundaries to human existence. Looking around the world, conflicts, fear, and coercion dominate headlines raising debates over refugees and nationalism in the Western societies that have become even more charged during the Covid era of isolation and polarization. With increasing conflict, migration and globalization bringing innumerable changes to social, cultural, and political environments, we need a proper language to describe, conceptualize, and practice multiculturism, intercultural communication, and diversity (Beck 2011). This book review starts with an overview of each book and then discusses ideas shared by both books and thoughts and visions that contrast or complement each other. Lastly, the review article concludes with questions for readers to further think about decolonizing normativity and embodying the alternative ways of knowing and being.","PeriodicalId":45223,"journal":{"name":"Journal of Multicultural Discourses","volume":"17 1","pages":"101 - 105"},"PeriodicalIF":1.5,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42252584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/17447143.2022.2066682
E. Friedman
ABSTRACT This study engages in an analysis of the media discourse regarding African asylum seekers in Israel, examining how populist and elite Hebrew language news websites utilize securitized and desecuritized discourses to depict asylum seekers in both a period of perceived acute threat (2011–2012) and a period in which the perceived threat has dissipated (2018–2019). Utilizing a Dialectic Discourse Analysis approach, this study aims to disclose how similar discursive resources and societal values can be dialectically employed to advance both securitized and desecuritized migration discourses. Specifically, the study illustrates how paradigmatic lexical choices, collective memory narratives, religious values, and vox populi discourses can be utilized to advance both securitized and desecuritized approaches to asylum seekers, with no significant different between the two periods studied. The study posits that by appropriating central societal values towards each position, the discourse become fixed in opposition, as neither side is able to engage in a constructive dialogue with the opposing side. The discussion suggests a possibility for engaging in a productive discourse which shifts beyond fixed oppositions with respect to asylum seekers and other perceived threats to the ontological security of a society.
{"title":"The dialectics of the securitization and desecuritization of African asylum seekers discourse in Israel","authors":"E. Friedman","doi":"10.1080/17447143.2022.2066682","DOIUrl":"https://doi.org/10.1080/17447143.2022.2066682","url":null,"abstract":"ABSTRACT This study engages in an analysis of the media discourse regarding African asylum seekers in Israel, examining how populist and elite Hebrew language news websites utilize securitized and desecuritized discourses to depict asylum seekers in both a period of perceived acute threat (2011–2012) and a period in which the perceived threat has dissipated (2018–2019). Utilizing a Dialectic Discourse Analysis approach, this study aims to disclose how similar discursive resources and societal values can be dialectically employed to advance both securitized and desecuritized migration discourses. Specifically, the study illustrates how paradigmatic lexical choices, collective memory narratives, religious values, and vox populi discourses can be utilized to advance both securitized and desecuritized approaches to asylum seekers, with no significant different between the two periods studied. The study posits that by appropriating central societal values towards each position, the discourse become fixed in opposition, as neither side is able to engage in a constructive dialogue with the opposing side. The discussion suggests a possibility for engaging in a productive discourse which shifts beyond fixed oppositions with respect to asylum seekers and other perceived threats to the ontological security of a society.","PeriodicalId":45223,"journal":{"name":"Journal of Multicultural Discourses","volume":"17 1","pages":"44 - 60"},"PeriodicalIF":1.5,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44435596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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