Where Do You Stand? (eBook)

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.

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