Besley, Tina / Peters, Michael A. (eds.)
Interculturalism, Education and Dialogue
Year of Publication: 2012
New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2012. VIII, 416 pp.
ISBN 978-1-4331-1515-8 hb. (Hardcover)
ISBN 978-1-4331-1514-1 pb. (Softcover)
Weight: 0.710 kg, 1.565 lbs
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Intercultural dialogue is a concept and discourse that dates back to the 1980s. It is the major means for managing diversity and strengthening democracy within Europe and beyond. It has been adopted by the United Nations, UNESCO and the Council of Europe as the basis for interreligious and interfaith initiatives and has become increasingly associated with a liberal theory of modernity and internationalism that presupposes freedom, democracy, human rights and tolerance. It is now the dominant paradigm for 'cultural policy' and the educational basis for the development of intercultural understanding. Governments have placed their hope in intercultural education as the way to avoid the worst excesses of globalization, especially exclusion and marginalization, and the problems of xenophobia and racism that afflict European societies. Interculturalism, Education and Dialogue is an international collection by renowned scholars who examine the ideological underpinnings of the European model and its global applications. It explores the historical, philosophical and educational dimensions of intercultural dialogue.
Contents: Tina Besley/Michael A. Peters: Introduction: Interculturalism, Education and Dialogue - Michael A. Peters: Western Models of Intercultural Philosophy - Driss Habti: Averroes Revisited: Intellectualism, Interculturalism and Dialogue in Medieval Spain - Peter Murphy: Winking at the State: Social Drama and Multicultural Claustrophobia - Tasos Kazepides: Education as Dialogue - Tina Besley: Narratives of Intercultural and International Education: Aspirational Values and Economic Imperatives - J. Gregory Keller: Intercultural Dialogue and the Dialogism of Life: Education for Transformation - Inna Semetsky: Toward Shared Values: Self-Other Dialogue and the Cultural Pedagogy of Concepts - Nina L. Dulabaum: A Pedagogy for Global Understanding - Intercultural Dialogue: From Theory to Practice - Naomi Hodgson: Seeking a Common Language: European Citizenship and the Governance of Dialogue - John Igbino: Intercultural Dialogue: Cultural Dialogues of Equals or Cultural Dialogues of Unequals? - Michalinos Zembylas/Vivienne Bozalek: The Council of Europe's White Paper on Intercultural Dialogue: An Analysis Using the Ethic of Care - James Arthur: Intercultural versus Interreligious Dialogue in a Pluralist Europe - Julie Allan: Teacher Competences for Diversity: Becoming Ethical and Responsible - Danielle Zay: A Cooperative School Model to Promote Intercultural Dialogue between Citizens-to-be - Francesca Gobbo: Intercultural Dialogue and Ethnography: On Learning about Diversity in Italian Multicultural Classrooms - Monica Mincu/Maurizio Allasia: Recognition, Interculturalism(s) and Schooling in Italy: A Critique from an Equity Perspective - Roxana Enache: Possible Orientations of the European Dimension in Romanian Educational Policy - Ineta Luka: Fostering Intercultural Dialogue in Tourism Studies: The Case of Latvia - Ulla Damber: Literacy and Empowerment: Swedish Children from Diverse Backgrounds Defeating the Statistical Trends - Xiaoping Jiang: Explorations of Intercultural Dialogue from a Chinese Perspective - David Waddington/Bruce Maxwell/Kevin McDonough/Andrée-Anne Cormier/Marina Schwimmer: Interculturalism in Practice: Québec's New Ethics and Religious Culture Curriculum and the Bouchard-Taylor Report on Reasonable Accommodation - Peter Rule: Intercultural Dialogue, Education and Transformation: An African Perspective - Sammer Zehra: Intercultural Understanding and Social Activism Initiative in the Western Suburbs of Chicago - Shaireen Rasheed/Linda Welles: Reframing Globalism: Dialogue and Difference in the Classroom: Muslim Students in New York Schools - Robert K. Shaw: Intercultural Education Challenges Democracy - Evelin G. Lindner/Linda M. Hartling/Ulrich Spalthoff: Human Dignity and Humiliation Studies: A Global Network Advancing Dignity through Dialogue.
About the author(s)/editor(s)
Tina Besley is Professor of Education at Waikato University, New Zealand and Adjunct Professor at the University of Illinois at Urbana-Champaign. Her four books on Michel Foucault have been critically acclaimed. In 2009, her Subjectivity and Truth: Foucault, Education and the Culture of Self (Peter Lang, 2007), co-authored with Michael A. Peters, was awarded the American Educational Studies Association Critic's Choice Award.
Michael A. Peters is Professor of Education at Waikato University, New Zealand and Emeritus Professor at the University of Illinois at Urbana-Champaign. He is the editor of three international journals and the author or editor of over sixty books, including the trilogy Imagination: Three Models of Imagination in the Age of the Knowledge Economy (2010), Global Creation: Space, Connection and Universities in the Age of the Knowledge Economy (2010) and Creativity and the Global Knowledge Economy (Peter Lang, 2009), all with Simon Marginson and Peter Murphy.
«Tina Besley and Michael A. Peters have provided us with an excellent and timely book. It is useful for understanding the value of education in our globalized world with an increasingly growing interdependence among states, cultures and people. It addresses important issues and provides the reader with insightful and critical discussion on theoretical views on interculturalism, education and dialogue. It also offers critical analyses of the role and function of education within countries in Europe, Asia, Africa and North America, and the extent to which the educational systems within these countries respond to the challenges posed by social diversity. Anyone concerned with the discussed challenges can benefit from reading it.» (Klas Roth, Stockholm University)
«This is a timely anthology of essays on some of the philosophical, sociological and historical underpinnings of intercultural dialogue in Europe and the wider world. This edited collection is intended to contribute to the cultivation of diversity and democracy in pluralist societies. The volume will indeed centrally contribute towards minimising some of the excesses of globalisation such as escalating levels of xenophobia, exclusion and marginalisation, and racism. As the world is constantly seeking for solutions to bridge the widening gap among different cultures, the contributors reaffirm the different philosophical strands of dialogue that can become an authoritative intellectual resource for readers serious about extending the intertwined theoretical and practical nexus between interculturalism, education and dialogue. Here is a collection most appropriately situated within leading contemporary debates about democratic action, citizenship rights and responsibilities, and cosmopolitan imaginings.» (Yusef Waghid, Professor of Philosophy of Education, Stellenbosch University)
Global Studies in Education. Vol. 13
General Editors: A. C. (Tina) Besley, Michael A. Peters, Cameron McCarthy and Fazal Rizvi