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This highly original and stimulating edited volume focuses on ways of un-writing the polysemous, controversial and highly political notion of interculturality in research and education.
Inhaltsverzeichnis
1. Lead-in 2. Unlearning, undoing and unwriting in Western philosophies of intercultural education: Unwriting their Eurocentric claims and ties 3. Doing meshwork toward the intercultural: Reflections on teaching a course on multicultural Canada 4. When interculturality becomes insurrectionality 5. Using audio-visuality to un-do and un-write interculturality: World cinema and the filmic motif of Death 6. Performing the inappropriate/d cultural Other in the third space 7. (Un-)learning with Utterslev Marsh in Copenhagen, Denmark: Propositions for co-inhabiting more-than-human ecologies 8. Wriving
interculturally 9. Taku Skan Skan: The Delinking of an Academic through Ecotranslanguaging
Über den Autor / die Autorin
Fred Dervin is a renowned scholar in the field of intercultural communication education and research, serving as a Professor of Multicultural Education at the University of Helsinki (Finland). Over his illustrious career, Dervin has contributed significantly to analyse, interrogate and disrupt discourses of interculturality with over 200 articles and 80 books. Recent books published with Routledge include
Communicating around Interculturality in Research and Education (2023),
The Paradoxes of Interculturality: A Toolbox of Out¿of¿the¿Box Ideas for Intercultural Communication Education (2022), and
Flexing Interculturality (with Hamza R'boul; 2023). Dervin is included in the Stanford Elsevier List of the world's best scientists (Top 2%).
Hamza R'boul is Research Assistant Professor in the Department of International Education at the Education University of Hong Kong. His research interests include intercultural education, (higher) education in the Global South, decolonial endeavours in education and cultural politics of language teaching and postcoloniality.
Zusammenfassung
This highly original and stimulating edited volume focuses on ways of un-writing the polysemous, controversial and highly political notion of interculturality in research and education.
