Pub Date : 2023-09-12DOI: 10.1080/14681366.2023.2257708
Younkyung Hong, Eunhye Cho, Kegan Mixdorf
We take up this qualitative inquiry as a means of practicing and advocating for a deeper understanding of South Korean teachers’ pedagogy and perspectives in multicultural education, moving beyond surface-level critiques. Through the lens of postcolonial theory, this study highlights how government-led multicultural education places teachers in a position where they participate in the othering and exclusion of multicultural students. Simultaneously, we recognise that teachers contribute their professional insights to envision a Third Space in their practice. This paper also sheds light on the challenges faced when teaching Korean history in classrooms with multicultural students. Overall, this study provides insights into the intricate nature of the hybrid pedagogical space that has evolved historically and socially in South Korea, as well as its interconnectedness with global relationships. Given the professional hybridity of South Korean teachers, we believe that developing a new consciousness within this hybrid space is a crucial starting point for empowering teachers to reflect on their pedagogy and practices when working with students from diverse backgrounds.
{"title":"Holding tension and navigating dilemma in multicultural education in South Korea: Towards pedagogical third space","authors":"Younkyung Hong, Eunhye Cho, Kegan Mixdorf","doi":"10.1080/14681366.2023.2257708","DOIUrl":"https://doi.org/10.1080/14681366.2023.2257708","url":null,"abstract":"We take up this qualitative inquiry as a means of practicing and advocating for a deeper understanding of South Korean teachers’ pedagogy and perspectives in multicultural education, moving beyond surface-level critiques. Through the lens of postcolonial theory, this study highlights how government-led multicultural education places teachers in a position where they participate in the othering and exclusion of multicultural students. Simultaneously, we recognise that teachers contribute their professional insights to envision a Third Space in their practice. This paper also sheds light on the challenges faced when teaching Korean history in classrooms with multicultural students. Overall, this study provides insights into the intricate nature of the hybrid pedagogical space that has evolved historically and socially in South Korea, as well as its interconnectedness with global relationships. Given the professional hybridity of South Korean teachers, we believe that developing a new consciousness within this hybrid space is a crucial starting point for empowering teachers to reflect on their pedagogy and practices when working with students from diverse backgrounds.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135886056","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 : 2023-09-10DOI: 10.1080/14681366.2023.2254782
Diego Santori, Jessica Holloway
{"title":"Knowledge-based resistance: the role of professional organisations in the struggle against statutory assessments in England","authors":"Diego Santori, Jessica Holloway","doi":"10.1080/14681366.2023.2254782","DOIUrl":"https://doi.org/10.1080/14681366.2023.2254782","url":null,"abstract":"","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136073143","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 : 2023-08-01DOI: 10.1080/14681366.2023.2243318
Daniel García-Pérez, Jara González-Lamas
ABSTRACTStudent participation has become a relevant topic in the international debate on education. However, the conceptions of the meaning of participation and its practical implications are very heterogeneous. This article reviews how educational policies have conceived student participation in Western countries. Having conceptualised student participation, the role of the liberal model in shaping school democracy and student participation is explored. It is suggested that this model is in crisis due to two main factors. On the one hand, the organisation of democratic processes in schools has well recognised limitations. On the other hand, the pressure of the neoliberal agenda on standardisation and the emphasis on individual success omit any interest in democratic aims. The evolution of education policies concerning student participation is illustrated with reference to a case analysis of Spanish state educational legislation. The future of student participation is reflected on.KEYWORDS: school democracyschool governmentliberal democracyneoliberal educationparticipation Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. The terms school council and student/pupil councils are commonly used with equivalent meaning in the literature. However, some countries differentiate between student and school councils. The former includes students and some coordinating teachers, while the later is an organ with representatives from all the groups of the educational community (families, teachers, students, management team and even the administration).
{"title":"Student participation: between the twilight of the liberal model of democracy and the rise of neoliberal policies","authors":"Daniel García-Pérez, Jara González-Lamas","doi":"10.1080/14681366.2023.2243318","DOIUrl":"https://doi.org/10.1080/14681366.2023.2243318","url":null,"abstract":"ABSTRACTStudent participation has become a relevant topic in the international debate on education. However, the conceptions of the meaning of participation and its practical implications are very heterogeneous. This article reviews how educational policies have conceived student participation in Western countries. Having conceptualised student participation, the role of the liberal model in shaping school democracy and student participation is explored. It is suggested that this model is in crisis due to two main factors. On the one hand, the organisation of democratic processes in schools has well recognised limitations. On the other hand, the pressure of the neoliberal agenda on standardisation and the emphasis on individual success omit any interest in democratic aims. The evolution of education policies concerning student participation is illustrated with reference to a case analysis of Spanish state educational legislation. The future of student participation is reflected on.KEYWORDS: school democracyschool governmentliberal democracyneoliberal educationparticipation Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. The terms school council and student/pupil councils are commonly used with equivalent meaning in the literature. However, some countries differentiate between student and school councils. The former includes students and some coordinating teachers, while the later is an organ with representatives from all the groups of the educational community (families, teachers, students, management team and even the administration).","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135970295","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 : 2023-01-12DOI: 10.1080/14681366.2022.2164339
Maria Dasli, Ashley Simpson
ABSTRACT This paper constitutes the introduction to the special issue of Pedagogy, Culture & Society, titled ‘Intercultural Communication Pedagogy and the Question of the Other’, which emerged from the launch event of the Institute for Language Education at the Moray House School of Education and Sport, University of Edinburgh. It proceeds from the arguments that intercultural communication pedagogy has clung too long to essentialist competency models that erase all differences, and that to counteract their effects one needs to pay greater attention to the most pre-original and non-synthesisable ethical relation between self and other. To do so, the paper draws on debates that have problematised competency models, discussing in depth two interrelated central themes that these debates have tended to overlook. The first theme refers to the possibility of the oppressed turning into oppressors in their efforts to free themselves from the unified notion of culture that competency models support. The second theme refers to the emancipatory mission of critical pedagogy which, despite its best intentions, operates within a normative framework from which self and other become the same. The paper culminates with the questions that drive contributions to this special issue, offering an overview of the papers that it contains.
{"title":"Introducing intercultural communication pedagogy and the question of the other","authors":"Maria Dasli, Ashley Simpson","doi":"10.1080/14681366.2022.2164339","DOIUrl":"https://doi.org/10.1080/14681366.2022.2164339","url":null,"abstract":"ABSTRACT This paper constitutes the introduction to the special issue of Pedagogy, Culture & Society, titled ‘Intercultural Communication Pedagogy and the Question of the Other’, which emerged from the launch event of the Institute for Language Education at the Moray House School of Education and Sport, University of Edinburgh. It proceeds from the arguments that intercultural communication pedagogy has clung too long to essentialist competency models that erase all differences, and that to counteract their effects one needs to pay greater attention to the most pre-original and non-synthesisable ethical relation between self and other. To do so, the paper draws on debates that have problematised competency models, discussing in depth two interrelated central themes that these debates have tended to overlook. The first theme refers to the possibility of the oppressed turning into oppressors in their efforts to free themselves from the unified notion of culture that competency models support. The second theme refers to the emancipatory mission of critical pedagogy which, despite its best intentions, operates within a normative framework from which self and other become the same. The paper culminates with the questions that drive contributions to this special issue, offering an overview of the papers that it contains.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"221 - 235"},"PeriodicalIF":2.0,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42825640","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 : 2023-01-12DOI: 10.1080/14681366.2022.2164341
G. Biesta
ABSTRACT There is a significant amount of literature in which the educational question concerning intercultural communication is seen in terms of providing students with the knowledge, skills, dispositions, and competencies that will enable them to become effective intercultural communicators. While this line of thought seems to have become the ‘common sense’ of much educational policy, there is also a growing body of research in which critical questions are raised about this approach. There are particular concerns about the totalising tendencies in such approaches, and ethics is often mobilised as a way to understand and enact the intercultural encounter differently. In this paper, I contribute to these discussions from an educational perspective. I contrast a pedagogy of empowerment with a pedagogy of disarmament, show how the idea of culture functions as an explanatory device, raise the question of time in intercultural encounters, and argue that an ethical ‘turn’ may run the risk of becoming another totalising gesture in intercultural communication. Through these explorations, I outline the contours of a pedagogy for intercultural communication beyond culture and without ethics in which the central challenge is that of trying to become ‘contemporaneous’. I pay particular attention to what this may require from the teacher.
{"title":"Becoming contemporaneous: intercultural communication pedagogy beyond culture and without ethics","authors":"G. Biesta","doi":"10.1080/14681366.2022.2164341","DOIUrl":"https://doi.org/10.1080/14681366.2022.2164341","url":null,"abstract":"ABSTRACT There is a significant amount of literature in which the educational question concerning intercultural communication is seen in terms of providing students with the knowledge, skills, dispositions, and competencies that will enable them to become effective intercultural communicators. While this line of thought seems to have become the ‘common sense’ of much educational policy, there is also a growing body of research in which critical questions are raised about this approach. There are particular concerns about the totalising tendencies in such approaches, and ethics is often mobilised as a way to understand and enact the intercultural encounter differently. In this paper, I contribute to these discussions from an educational perspective. I contrast a pedagogy of empowerment with a pedagogy of disarmament, show how the idea of culture functions as an explanatory device, raise the question of time in intercultural encounters, and argue that an ethical ‘turn’ may run the risk of becoming another totalising gesture in intercultural communication. Through these explorations, I outline the contours of a pedagogy for intercultural communication beyond culture and without ethics in which the central challenge is that of trying to become ‘contemporaneous’. I pay particular attention to what this may require from the teacher.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"237 - 251"},"PeriodicalIF":2.0,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47492214","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 : 2023-01-10DOI: 10.1080/14681366.2022.2164342
Itamar Manoff, Claudia Ruitenberg
ABSTRACT How can Levinas’s work help language educators respond ethically to encounters with students? This paper considers this question in the context of adult immigrants learning an additional language, and is interested specifically in the existential aspects of language learning. How does the experience of coming into being in a new language play out in the classroom encounter, and how, if at all, can language teachers respond ethically to this experience? The paper discusses three challenges when considering Levinas’s ethics to answer this question. The first is that language education is dominated by what Levinas calls ‘the Said’. The second is that the impossibility of knowing whether one has responded ethically results in a compulsive return to the pedagogical scene. The third and final challenge involves the tensions between Levinas’s ethics and political critiques of language education.
{"title":"Returning to the other, returning to Levinas: the impossibility of satisfaction in intercultural communication","authors":"Itamar Manoff, Claudia Ruitenberg","doi":"10.1080/14681366.2022.2164342","DOIUrl":"https://doi.org/10.1080/14681366.2022.2164342","url":null,"abstract":"ABSTRACT How can Levinas’s work help language educators respond ethically to encounters with students? This paper considers this question in the context of adult immigrants learning an additional language, and is interested specifically in the existential aspects of language learning. How does the experience of coming into being in a new language play out in the classroom encounter, and how, if at all, can language teachers respond ethically to this experience? The paper discusses three challenges when considering Levinas’s ethics to answer this question. The first is that language education is dominated by what Levinas calls ‘the Said’. The second is that the impossibility of knowing whether one has responded ethically results in a compulsive return to the pedagogical scene. The third and final challenge involves the tensions between Levinas’s ethics and political critiques of language education.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"253 - 267"},"PeriodicalIF":2.0,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59952647","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 : 2023-01-08DOI: 10.1080/14681366.2022.2164336
Michalinos Zembylas
ABSTRACT This paper adds to the growing literature that critically examines the cultural politics of the OECD’s framework of global competence by turning our attention to the ‘affective ideology’ underlying this framework, namely, how affect is used ideologically to produce specific subjectivities and moralities in students. Building upon the work of affect theories in education policy, this paper explores how the concept of global and intercultural competences, as it is manifested in the OECD global competence framework, constitutes a site of affective sense-making and affective governance. In particular, the analysis reveals two ways in which this happens: first, by capitalising on global and intercultural competencies as self-centred, emotional skills to sell policy and pedagogical ideas and tools; second, by using certain affects as moral imperatives to shape global competence in intercultural communication education. The paper concludes with a discussion of the research, policy, and pedagogy implications for intercultural communication education.
{"title":"The affective ideology of the OECD global competence framework: implications for intercultural communication education","authors":"Michalinos Zembylas","doi":"10.1080/14681366.2022.2164336","DOIUrl":"https://doi.org/10.1080/14681366.2022.2164336","url":null,"abstract":"ABSTRACT This paper adds to the growing literature that critically examines the cultural politics of the OECD’s framework of global competence by turning our attention to the ‘affective ideology’ underlying this framework, namely, how affect is used ideologically to produce specific subjectivities and moralities in students. Building upon the work of affect theories in education policy, this paper explores how the concept of global and intercultural competences, as it is manifested in the OECD global competence framework, constitutes a site of affective sense-making and affective governance. In particular, the analysis reveals two ways in which this happens: first, by capitalising on global and intercultural competencies as self-centred, emotional skills to sell policy and pedagogical ideas and tools; second, by using certain affects as moral imperatives to shape global competence in intercultural communication education. The paper concludes with a discussion of the research, policy, and pedagogy implications for intercultural communication education.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"305 - 323"},"PeriodicalIF":2.0,"publicationDate":"2023-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43867570","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 : 2023-01-03DOI: 10.1080/14681366.2022.2164337
Ashley Simpson, Maria Dasli
ABSTRACT This paper constitutes the concluding remarks paper to the special issue of Pedagogy, Culture & Society, titled ‘Intercultural Communication Pedagogy and the Question of the Other’. The paper presents our own reflections of the broader implications and possible conclusions that can be drawn from contributing papers. Here, we argue that there is one notion, which has been overlooked in the field of Intercultural Communication Pedagogy, namely, the political. In this paper, we argue that the political should not be negated, or relegated, at the expense of the ethical – instead, the political should be included in addressing and redressing the ethics of Intercultural Communication Pedagogy. We reject the liberal doxa that Intercultural Communication Pedagogy should be conceptualised along the lines of non-conflict with the other, e.g., through understanding the other or having a dialogue with the other. Instead, we propose conceptualising the self and other relation in Intercultural Communication Pedagogy as a permanent antagonism, a permanent crisis, without resolution. In outlining our argument, we discuss some conceptual issues surrounding some postpositivist approaches and offer a way forward for Intercultural Communication Pedagogy through an engagement with the political.
{"title":"Concluding remarks on intercultural communication pedagogy and the question of the other","authors":"Ashley Simpson, Maria Dasli","doi":"10.1080/14681366.2022.2164337","DOIUrl":"https://doi.org/10.1080/14681366.2022.2164337","url":null,"abstract":"ABSTRACT This paper constitutes the concluding remarks paper to the special issue of Pedagogy, Culture & Society, titled ‘Intercultural Communication Pedagogy and the Question of the Other’. The paper presents our own reflections of the broader implications and possible conclusions that can be drawn from contributing papers. Here, we argue that there is one notion, which has been overlooked in the field of Intercultural Communication Pedagogy, namely, the political. In this paper, we argue that the political should not be negated, or relegated, at the expense of the ethical – instead, the political should be included in addressing and redressing the ethics of Intercultural Communication Pedagogy. We reject the liberal doxa that Intercultural Communication Pedagogy should be conceptualised along the lines of non-conflict with the other, e.g., through understanding the other or having a dialogue with the other. Instead, we propose conceptualising the self and other relation in Intercultural Communication Pedagogy as a permanent antagonism, a permanent crisis, without resolution. In outlining our argument, we discuss some conceptual issues surrounding some postpositivist approaches and offer a way forward for Intercultural Communication Pedagogy through an engagement with the political.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"325 - 337"},"PeriodicalIF":2.0,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43980899","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 : 2023-01-03DOI: 10.1080/14681366.2022.2164343
Katja Frimberger
ABSTRACT This article explores intercultural education research about intercultural encounters as aesthetic phenomena. I will argue that Gadamer’s notion of hermeneutical identity when encountering an artwork can enrich intercultural education studies’ (IES) conceptualisations of an event-based research and pedagogy, conceived as a mode of response to a personal address. Drawing on Emmanuel Levinas’ ethics as first philosophy, IES’s current ethical turn posits responsibility for the (radical) other (as a pre-ontological being-in-relation) – with the resulting fracturing of our self-directing ego – as the first reality of the self. In this article, I argue that Gadamer’s hermeneutics speak to the curious methodological paradox, which results from IES’ turn to Levinas. Here, Gadamer provokes fruitful methodological questions as to the kind of ‘research aesthetic’ that could plausibly emerge from such event-based research and pedagogy – when it seeks to sustain ontological/epistemological openness and not give (fully) into the ‘betrayal’ of (scientific) language.
{"title":"‘Reading intercultural encounters as art’: the call of the other and the relevance of beauty","authors":"Katja Frimberger","doi":"10.1080/14681366.2022.2164343","DOIUrl":"https://doi.org/10.1080/14681366.2022.2164343","url":null,"abstract":"ABSTRACT This article explores intercultural education research about intercultural encounters as aesthetic phenomena. I will argue that Gadamer’s notion of hermeneutical identity when encountering an artwork can enrich intercultural education studies’ (IES) conceptualisations of an event-based research and pedagogy, conceived as a mode of response to a personal address. Drawing on Emmanuel Levinas’ ethics as first philosophy, IES’s current ethical turn posits responsibility for the (radical) other (as a pre-ontological being-in-relation) – with the resulting fracturing of our self-directing ego – as the first reality of the self. In this article, I argue that Gadamer’s hermeneutics speak to the curious methodological paradox, which results from IES’ turn to Levinas. Here, Gadamer provokes fruitful methodological questions as to the kind of ‘research aesthetic’ that could plausibly emerge from such event-based research and pedagogy – when it seeks to sustain ontological/epistemological openness and not give (fully) into the ‘betrayal’ of (scientific) language.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"283 - 304"},"PeriodicalIF":2.0,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44299584","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 : 2023-01-02DOI: 10.1080/14681366.2022.2164340
Giuliana Ferri
ABSTRACT This paper investigates the embodied character of the relationship self-other in intercultural communication. I review Levinasian characterisations of the face of the other that are adopted in intercultural ethics to counteract cultural essentialism and I argue that these do not fully address the embodied relationality underpinning intercultural encounters. Employing the notion of a carnal hermeneutics, I look at the relation self-other to consider the implications of the epistemic erasure of ‘othered’ bodies and their struggles for recognition. In doing this, I interrogate the effects of positioning the body at the centre of intercultural learning space to deterritorialise intercultural education and to problematise the separation between body and mind, self and other, and intercultural communication understood primarily through the medium of English language learning.
{"title":"Embodied others and the ethics of difference. Deterritorialising intercultural learning","authors":"Giuliana Ferri","doi":"10.1080/14681366.2022.2164340","DOIUrl":"https://doi.org/10.1080/14681366.2022.2164340","url":null,"abstract":"ABSTRACT This paper investigates the embodied character of the relationship self-other in intercultural communication. I review Levinasian characterisations of the face of the other that are adopted in intercultural ethics to counteract cultural essentialism and I argue that these do not fully address the embodied relationality underpinning intercultural encounters. Employing the notion of a carnal hermeneutics, I look at the relation self-other to consider the implications of the epistemic erasure of ‘othered’ bodies and their struggles for recognition. In doing this, I interrogate the effects of positioning the body at the centre of intercultural learning space to deterritorialise intercultural education and to problematise the separation between body and mind, self and other, and intercultural communication understood primarily through the medium of English language learning.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"269 - 282"},"PeriodicalIF":2.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49215176","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：