Introduction: Omnipresent Culture, Omnipotent Cultures

Dervin, Fred; Machart, Regis

doi:10.1057/9781137498601_1

Cited by 14 publications

(13 citation statements)

References 13 publications

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“…In contrast, research on interculturalism has assumed a more future-oriented stance, highlighting cross-cultural exchange and processes of identification as opposed to fixed identities. Who one is can thus be understood as a lifelong construction through, and in relation to, constantly changing cultural resources (Dervin & Machart, 2015). Recognizing that people engage with one another beyond already defined cultural silos, interculturalism emphasizes the dynamism, instability, and fluidity of cultural identity and focuses on the processes by which interactions and new communities are born and nurtured.…”

Section: Intercultural Teacher Education As a "Pedagogy Of Interruption"mentioning

confidence: 99%

Interrogating intercultural competence through a “pedagogy of interruption”: A metasynthesis of intercultural outreach projects in music teacher education

Westerlund

Kallio

Karlsen

2021

Research Studies in Music Education

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Highlighting the need for teacher education programs to respond to rapidly diversifying societies, this article reports a qualitative metasynthesis of intercultural outreach projects in music teacher education, conceptualizing these projects as a “pedagogy of interruption.” Results show that such outreach projects interrupt the individualistic frame of music teacher education, the known difference, the logic of teaching, and the understanding of what intercultural teacher competence is, rather moving toward letting the context teach. The complex relational work involved in intercultural outreach projects can be seen to establish spaces for framing learning within professional self-reflexivity, embracing uncertainty and trusting relational becomings through an investment in the political and moral aspects of teacher education and intercultural theorization. The article argues that intercultural outreach projects and theorization can be taken as a healthy test for contemporary music teacher education to rethink what competence and its own education is for in the 21st Century.

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Section: Intercultural Teacher Education As a "Pedagogy Of Interruption"mentioning

confidence: 99%

Interrogating intercultural competence through a “pedagogy of interruption”: A metasynthesis of intercultural outreach projects in music teacher education

Westerlund

Kallio

Karlsen

2021

Research Studies in Music Education

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“…In so doing a reinforced occident/Chinese divide and cultural essentialism might be invoked, which "presents people's individual behaviour as entirely defined and constrained by the cultures in which they live so that the stereotype becomes the essence of who they are." (Holiday, 2011:1; see also Dervin and Machart, 2015;Tucker and Zhang, 2016). This article sets out to probe whether and how this promise has been kept, or whether extant Chinese tourist research, by potentially being subject to cultural essentialism, is also overstating the influence of Chinese traditional philosophies and behavioural uniqueness.…”

Section: Eurocentrismmentioning

confidence: 99%

Chineseness and behavioural complexity: rethinking Chinese tourist gaze studies

Tucker

Bao

2021

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Purpose This study aims to reconsider Chinese tourist gaze studies, examining the extent to which extant studies and theoretical models relating to the Chinese tourist gaze have overcome the Eurocentric limits of John Urry’s concept of the tourist gaze and elaborated the complexity of Chinese tourists’ gazes and visual practices. Design/methodology/approach Content analysis is carried out, examining research articles, books, book chapters and PhD and MSc theses collected from multiple English and Chinese databases. Findings The research results manifest that, overall, the previous studies, mobilise cultural essentialism, with an overestimation of the “Chineseness” of Chinese tourists’ behavioural patterns, which are widely believed to be framed by, but also constituting of, unique Chinese culture. Overdependence on Chinese cultural values and traditional philosophies as sources for rationale has resulted in a handful of theoretical frameworks, which appear to be of insufficient magnitude both in terms of their contribution to the original tourist gaze model and in their manifesting of the complexity of Chinese tourists’ visual behaviour. Indeed the divide that once deliberately set apart West and East, or more precisely Western and Chinese tourist gazes, seems to become accentuated in most attempts to study and write about Chinese tourist gaze(s). The previous studies thus largely serve to mirror the Eurocentrism of Urry’s gaze, rather than challenging it. Research limitations/implications This study has a few limitations, especially, as this study only reviews and analyses the studies of the Chinese tourist gaze. It means that the conclusion might not well be generalised to either the investigation of the tourist gaze in another culture or the Chinese tourist studies, at large, which might exhibit a different pattern deserving more academic attention in future. Moreover, the authors recommend the future researchers, who are eager to probe Chinese tourists’ behavioural pattern, to seek for new pathways and alternative paradigms, which would be useful in overcoming the limits of cultural representations and in reducing the problematic Sino-Western divide. Originality/value Despite not aiming to reconceptualise the Chinese tourist gaze, this review paper contributes to the field of tourist gaze studies by engaging critically with the bias and theoretical insufficiencies that have emerged, while this concept is appropriated and re-formulated to explain Chinese tourists’ gazes and visual practices. On this basis, the authors suggest a critical redirection of the extant Chinese tourist gaze studies, which would be rather significant to those researchers in future with an interest to research what the Chinese tourists prefer to see in travel and how they engage with the gazee.

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“…This paper recognizes that focussing only on macro-level categories and processes incorporating economic, political, educational and social dimensions, in both researching and teaching interculturality, cannot prompt well-rounded theoretical framework whereby we are able to fathom the complexity of intercultural communication and enable individuals (with different pragmatic purposes) to smoothly function in intercultural encounters; it is indeed requisite to also consider psychological analysis, interpersonal skills and intersubjective reasoning to realize a comprehensive research and teaching work. Liquid interculturality (Dervin and Machart, 2015), as an epistemological positioning, can be represented as rather more responsive to the novel circumstances of our times (hypermobilities and technological advancements). It places a major criticality on the con-construction of identity and cultures in different cross-cultural contexts involving intercultural interactions.…”

Section: Theoretical Turnmentioning

confidence: 99%

Re-imagining intercultural communication dynamics in TESOL: culture/interculturality

R’boul¹

2020

JME

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Purpose This conceptual paper aims to problematize interculturality and intercultural communication within the conditions of Teaching English to Speakers of Other Languages (TESOL) and today’s circumstances. In spite of the new emphasis on intersubjectivity and non-linearity in intercultural communication studies, TESOL seems to still perpetuate hyper-solid and essentialist representations of interculturality. This paper argues for the necessity of altering common perceptions of TESOL students by critically considering the imbalanced sociopolitical realities that may be reflected/encouraged in classrooms. Without accounting for the additional factors involved in using English while interacting with the culturally different other, TESOL may not be able to ensure mutually satisfactory communicative experience. Design/methodology/approach Closer inspection is paid to intercultural communication research/pedagogy in TESOL to delineate the inaccuracies that have pervaded interculturality narratives and encourage sociopolitically conscious teaching that recognizes discourses of power and justice. Findings A simplistic/positivist consideration of interculturality in TESOL is rather unresponsive to possible unfair treatment of students’ cultures and the current circumstances, which are imbued with a high sense of complexity and non-linearity, resulting in producing ready-made conclusions. Practical implications This paper proposes embracing more complex approaches in accounting for the complexity of interculturality in TESOL pedagogy and research by taking into account intersubjectivity, suspending native-speakerism normativity, western hegemony and non-linearity of intercultural interactions. Originality/value This paper recognizes the inefficiency of presenting interculturality as a matter of conforming to communication standards of Anglophone cultures but rather argues for the need of promoting inclusive education that appreciates cultural diversity and considering the conditions (identity and culture) of non-native speakers in TESOL.

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Introduction: Omnipresent Culture, Omnipotent Cultures

Cited by 14 publications

References 13 publications

Interrogating intercultural competence through a “pedagogy of interruption”: A metasynthesis of intercultural outreach projects in music teacher education

Interrogating intercultural competence through a “pedagogy of interruption”: A metasynthesis of intercultural outreach projects in music teacher education

Chineseness and behavioural complexity: rethinking Chinese tourist gaze studies

Re-imagining intercultural communication dynamics in TESOL: culture/interculturality

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