Giving voice to researchers, policy-makers and practitioners through a range of international case studies, Educational Approaches to Internationalization through Intercultural Dialogue interrogates processes of internationalization strategy and practice, from an educational and intercultural dialogue perspective. Addressing this important, under-discussed area of internationalization – the role of intercultural dialogue – this book provides theoretical reflections and applicable, practical case studies that focus on: Support for integration programmes for international and home students Mobility programmes and initiatives which use an intercultural dialogue approach The place of local languages and cultures in foreign language policies The possibilities within a higher education context The multilingual perspective Student and staff perspectives Focusing on teaching and learning, and exploring the latest research within the context of internationalization, Educational Approaches to Internationalization through Intercultural Dialogue is a must-read for anyone interested in, or currently involved in designing and implementing internationalization strategies within a higher education institution.

The contributors to this volume have collaborated to present their work on introducing competences in intercultural communication and citizenship into foreign language education. The book examines how learners and teachers think about citizenship and interculturality, and shows how teachers and researchers from primary to university education can work together across continents to develop new curricula and pedagogy. This involves the creation of a new theory of intercultural citizenship and a procedure for implementation. The book is written by teacher researchers who aim to help other teachers, and concludes with reflections on the lessons they have learnt which will help others to implement these ideas in their own practice. The book is essential reading for foreign language educators and researchers, students in pre-service teacher training and teachers in in-service training.

This book explores the wide-ranging terminology relevant to intercultural dialogue. It reports on a research project that explored the management of value judgment in foreign language education to overcome prejudice, which is a key dynamic in intercultural dialogue that brings many other factors into play.

How can art act as an intercultural mediator for dialogue? In order to scrutinize this question, relevant theoretical ideas are discussed and artistic intervention projects examined so as to highlight its cultural, political, economic, social, and transformational impacts. This thought-provoking work reveals why art is needed to help multicultural neighbourhoods and societies be sustainable, as well as united by diversity. This edited collection underlines the significance of arts and media as a tool of understanding, mediation, and communication across and beyond cultures. The chapters with a variety of conceptual and methodological approaches from particular contexts demonstrate the complexity in the dynamics of (inter)cultural communication, culture, identity, arts, and media. Overall, the collection encourages readers to consider themselves as agents of the communication process promoting dialogue.

The ever-shifting cultural and linguistic landscapes in contemporary societies create new urgency for an intersectional thematic study of diversity, philosophy, and education. As educators, how do we transform the vision of cultural and linguistic diversity into a wealth of resources for learning? How do we actively engage cultural and linguistic diversities in philosophical inquiry with young people? How do we translate the philosophical notion of cultural and linguistic diversity into pedagogical practices? The chapters in this book respond to the task of teaching philosophy in the context of increased mobility in the new global reality. By complicating the situated and fluid nature of contemporary classrooms, this book challenges the normalizing tendency often associated with philosophy education. Each chapter offers a unique perspective in understanding the profound embeddedness of philosophy education in broader sociocultural contexts and prioritizes diversity in the classroom community of inquiry. By carefully incorporating a broad range of theoretical perspectives and empirical research, this book provides a rich resource for school teachers and educators who wish to engage diverse learners in philosophical inquiry. In doing so, it reaffirms the value of philosophy education as a proactive approach to democratic education.

This book presents a structured yet flexible methodology for developing intercultural competence in a variety of contexts, both formal and informal. Piloted around the world by UNESCO, this methodology has proven to be effective in a range of different contexts and focused on a variety of different issues. It, therefore can be considered an important resource for anyone concerned with effectively managing the growing cultural diversity within our societies to ensure inclusive and sustainable development. Intercultural competence refers to the skills, attitudes, and behaviours needed to improve interactions across difference, whether within a society (differences due to age, gender, religion, socio-economic status, political affiliation, ethnicity, and so on) or across borders. The book serves as a tool to develop those competences, presenting an innovative adaptation of what could be considered an ancient tradition of storytelling found in many cultures. Through engaging in the methodology, participants develop key elements of intercultural competence, including greater self-awareness, openness, respect, reflexivity, empathy, increased awareness of others, and in the end, greater cultural humility. This book will be of great interest to intercultural trainers, policy makers, development practitioners, educators, community organizers, civil society leaders, university lecturers and students – all who are interested in developing intercultural competence as a means to understand and appreciate difference, develop relationships with those across difference, engage in intercultural dialogue, and bridge societal divides.

Managing Europe's increasing cultural diversity - rooted in the history of our continent and enhanced by globalisation - in a democratic manner has become a priority in recent years. The White Paper on Intercultural Dialogue - "Living together as equals in dignity", responds to an increasing demand to clarify how intercultural dialogue can enhance diversity while sustaining social cohesion. The White Paper that our common future depends on our ability to safeguard and develop human rights, as enshrined in the European Convention on Human Rights, democracy and the rule of law, and to promote mutual understanding and respect. It concludes that the intercultural approach offers a forward-looking model for the management of cultural diversity.

Translating Theory into Practice Globalizing Intercultural Communication: A Reader introduces students to intercultural communication within the global context, and equips them with the knowledge and understanding to grapple with the dynamic, interconnected and complex nature of intercultural relations in the world today. This reader is organized around foundational and contemporary themes of intercultural communication. Each of the 14 chapters pairs an original research article explicating key topics, theories, or concepts with a first-person narrative that brings the chapter content alive and invites students to develop and apply their knowledge of intercultural communication. Each chapter’s pair of readings is framed by an introduction highlighting important issues presented in the readings that are relevant to the study and practice of intercultural communication and end-of-chapter pedagogical features including key terms and discussion questions. In addition to illuminating concepts, theories, and issues, authors/editors Kathryn Sorrells and Sachi Sekimoto focus particular attention on grounding theory in everyday experience and translating theory into practice and actions that can be taken to promote social responsibility and social justice.