Ohana / Otten Where Do You Stand?

Intercultural Learning and Political Education in Contemporary Europe
1. Auflage 2012
ISBN: 978-3-531-94326-8
Verlag: VS Verlag für Sozialwissenschaften
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 256 Seiten, eBook

This publication takes up the many and often controversial debates about the nature, content, methods and political significance of intercultural learning in and for the European youth field. Its starting point is the current depoliticisation of intercultural learning in this field, and especially in the programmes of the European Commission and the Directorate of Youth and Sport of the Council of Europe over the last several years. At the same time, the elevation of 'intercultural dialogue' to panacea for all societal problems, from civil war to educational failure, is putting the mobilisational value of intercultural learning to the test.

Yael Ohana is a specialist in non-formal education and international youth work. She is the co-founder of and principal project officer at 'Frankly Speaking - Training, Development & Research', a small educational consultancy, based in Bratislava, Slovakia & Berlin, Germany.Dr. Hendrik Otten is a specialist of political education. He is the director of the Institute for Research in Applied Communication (IKAB) in Bonn, Germany.

Zielgruppe

Professional/practitioner

Autoren/Hrsg.

Ohana, Yael

Otten, Hendrik

Inhaltsverzeichnis

1;Table of Contents;5
2;Foreword;8
3;To be an irreproachable member of a flock of sheep, first of all, one must be a sheep.;10
3.1;Introduction & Acknowledgements;11
3.1.1;Intercultural learning at an impasse?;11
3.1.2;The contributions to this book;12
3.1.3;Acknowledgements;20
4;Part I: Retrospectives;22
4.1;On the Political Didactics of Intercultural Learning – A Planning Concept for International Youth Work;23
4.1.1;Zur politischen Didaktik interkulturellen Lernens – Ein Planungskonzept für internationale Jugendarbeit (Band 1: Otten 1985);23
4.2;Political Education: One Step Forward, Two Steps Back?;26
4.3;Acculturation of Young Foreigners in the Federal Republic of Germany: Problems and Concepts;30
4.3.1;Akkulturation junger Ausländer in der Bundesrepublik Deutschland – Probleme und Konzepte (Band 2: Treuheit and Otten 1986);30
4.4;‘25 Years Later’ or On the Sustainability of a Social Scientific Approach to Counselling;33
4.5;Cultural Identity and Intercultural Learning – On the Particular Problem of Ethnocentrism;37
4.5.1;Kulturelle Identität und interkulturelles Lernen – Zum besonderen Problem des Ethnozentrismus (Band 4: Sternecker 1992);37
4.6;Back to the Future: A Few Words of Encouragement for Petra Sternecker’s ‘Cultural Identity and Intercultural Learning’;40
4.7;Identity – Communication – Interaction;43
4.7.1;Identität – Kommunikation – Interaktion;43
4.8;Intercultural Dialogue Today?;46
4.8.1;Intercultural learning today;47
4.9;European Civil Society: An Open Societal Model for Young People in Europe?;51
4.9.1;Die europäische Bürgergesellschaft – geschlossene Gesellschaft oder offener Zukunftsenwurf für Jugendliche in Europa?;51
4.10;Eurospeak – Rhetoric, Politics and Young People in Europe;54
4.10.1;Different speeds, growing distance;54
4.10.2;The dilemma of being in or out;55
4.10.3;Everybody needs to learn – not just the young people;56
4.11;Citizenship and Multiculturalism: Rethinking Equality, Rights and Diversity in Contemporary Europe;58
4.11.1;Staatsbürgerschaft und Multikulturalismus: Neue Ansätze in Bezug auf Gleichstellung, Rechte und Vielfalt im Europa von Heute (Band 6: O’Cinneide 2004);58
4.12;Rethinking Equality Again: Regression Masked as ‘Progress’;63
4.13;Valorising Civic Engagement in Europe: ‘Political Education’ in a Balancing Act Between Aspirations and Realities;67
4.13.1;Die Förderung bürgerschaftlichen Engagements in Europa: politische Bildung im Spagat zwischen Wünschen und Wirklichkeiten (Band 6: Chisholm 2004);67
4.14;‘Political Education’ Between Aspirations and Realities: Another Decade Bites the Dust;73
5;Part II: Contemporary Reflections;77
5.1;Intercultural Education: Learning Empathy to Transgress54;78
5.1.1;Introduction;78
5.1.2;Intercultural learning and critical pedagogy;79
5.1.2.1;Tolerance of ambiguity;82
5.1.2.2;Diatopic hermeneutics;84
5.1.2.3;Intercultural learning and social change;86
5.1.3;Intercultural dialogue;89
5.1.4;A new impetus for intercultural learning;91
5.1.5;Dealing with historical injustice;91
5.1.6;Breaking political silences;92
5.2;Intercultural Education from a Global Perspective: Caught Between Universalism and Contextualisation;95
5.2.1;Introduction;95
5.2.2;Intercultural education outside Europe;98
5.2.3;Intercultural education in indigenous contexts;100
5.2.4;The influence of black movements;101
5.2.5;The influences of popular movements and popular education;102
5.2.6;Politically correct ‘functional interculturalism’;103
5.2.7;Interculturality with equality;104
5.2.8;Critical and de-colonial intercultural education;105
5.2.9;Learning from practice on other continents;107
5.2.10;Intercultural education as part of other value-based educations;108
5.2.11;Intercultural learning in emerging non-formal education practice;110
5.2.12;Reflections on intercultural education and social change outside Europe;114
5.2.13;Which direction should intercultural education in Europe and Latin America take?;116
5.3;A School of Democracy? Civil Society and Youth Participation in the Multicultural Europe;121
5.3.1;Expectations: what civil society has to offer young people;122
5.3.2;Young people in civil society: a reality check;129
5.3.3;A catalogue of obstacles;137
5.3.4;Conclusion: re-politicising civil society;144
5.4;After the ‘Failed Experiment’: Intercultural Learning in a Multicultural Crisis;147
5.4.1;Introduction: ‘no more apologies’;147
5.4.2;The familiar problems of culture;153
5.4.3;The culture in interculturalism: fluid, and static;155
5.4.4;Culture, race, difference.;157
5.4.4.1;The new racism is, thus, a theory of what Barker calls;160
5.4.5;The failed experiment;161
5.4.5.1;Right populism;163
5.4.6;Conclusion: the politics of modesty in a culturally literate age;165
6;Part III: Perspectives;167
6.1;A New Intercultural Learning Concept for the European Youth Sector?;168
6.1.1;Introduction;168
6.1.2;For more rigour in intercultural education;173
6.1.2.1;To achieve this goal, we must;184
6.1.2.2;In partial answer to these questions he puts forward that;185
6.1.2.3;According to Habermas, the primary opportunity for this arises;191
6.1.3;On the purpose/s of intercultural learning;193
6.1.3.1;Mustapha Chérif puts it like this,;194
6.1.3.2;As Henry A. Giroux points out;194
6.1.3.3;As Hendrik Otten has observed,;198
6.1.3.4;Henry A. Giroux puts it this way,;199
6.1.4;On the contents of intercultural learning;203
6.1.5;On the methodology of and methods used in intercultural learning;206
6.1.5.1;As Laimonas Ragauskas, a European level youth work practitioner, has rightlyobserved;207
6.1.5.2;Rather as Titley points out;214
6.1.6;On the competencies of those facilitating intercultural learning;215
6.1.6.1;As Otten has put it in the latest revision of the ‘Ten Theses’,;215
6.1.6.2;We will deal with what we mean by each of these in some detail in the following:;218
6.1.6.3;Writing in this relation in 1963 (!), Theodore Adorno said;219
6.1.7;Conclusion;222
6.1.7.1;Henry A. Giroux sums up what is at stake as follows;223
7;Epilogue;225
7.1;London’s Burning;226
8;About the Contributors;230
8.1;About the Contributors;231
9;Glossary;237
9.1;Glossary of terms and concepts recurrently used;238
10;Bibliography;242
10.1;Bibliography;243

Retrospectives. - Perspectives.

Über Autor(innen)

Yael Ohana is a specialist in non-formal education and international youth work. She is the co-founder of and principal project officer at “Frankly Speaking – Training, Development & Research”, a small educational consultancy, based in Bratislava, Slovakia & Berlin, Germany.Dr. Hendrik Otten is a specialist of political education. He is the director of the Institute for Research in Applied Communication (IKAB) in Bonn, Germany.