Coexistence of Pluralities through Practices of Intercultural Relationships

10.1558/37327 ◽  
2018 ◽  
Vol 2 (2) ◽  
pp. 155-176 ◽  
Author(s):  
Jorge E. Castillo Guerra
Keyword(s):  
Latin American ◽  
Learning Processes ◽  
Intercultural Relationships ◽  
Mutual Learning ◽  
Cultural Orientations ◽  
Intercultural Philosophy

This article investigates how migrants and refugees contribute to forms of co-existence among peoples with different religious and cultural orientations. Drawing on theories of intercultural philosophy and decolonial thinking, the author focuses on transformations of identity and faith among Catholic Latin American migrants in Europe and the United Sates of America. He argues that when these migrants encounter exclusion and uprooting, processes of transformation converge in parish communities. There they create mutual learning processes leading to new intercultural practices such as the deaconry of culture and relationship.

Timely Partnerships? Contrasting Geographies of Activism in New Zealand and Australia

Urban Studies ◽  
2010 ◽  
Vol 47 (6) ◽  
pp. 1343-1366 ◽  
Author(s):  
Ruth Panelli ◽  
Wendy Larner
Keyword(s):  
Social Capital ◽  
New Zealand ◽  
Community Development ◽  
Development Programme ◽  
Learning Processes ◽  
Mutual Learning ◽  
Time Space ◽  
State Relations ◽  
Short Time ◽  
Time Frames

Analyses of activism have inspired geographers for many years, but most of this work has focused on relatively short time-frames, events and struggles. This paper suggests that there is much to be gained from a greater engagement with issues of time and time—spaces. It outlines and applies the contrasting conceptions of chrono/ chora and kairo/ topos notions of time—space as potentially useful ways to interrogate geographies of activism. The paper focuses on two specific forms of activism—an Australian women’s ‘Heritage Project’ and a New Zealand ‘Fishbowl’ evaluation of a community development programme— to show how politics is contingent on diverse temporal as well as spatial conditions. It reveals the complex navigations that are made as these politics are negotiated via both mutual learning processes and the forging of new activist—state relations. It is concluded that these ‘timely partnerships’ have involved moving beyond adversarial conceptions of ‘state’ and ‘activist’, but at the risk of reconstituting activism as ‘social capital’.

A Theory of Cultural Value Orientations: Explication and Applications

2006 ◽  
Vol 5 (2-3) ◽  
pp. 137-182 ◽  
Author(s):  
Shalom Schwartz
Keyword(s):  
Latin American ◽  
Middle Eastern ◽  
A Priori ◽  
Two Dimensions ◽  
Value Orientations ◽  
Integrated System ◽  
Cultural Value ◽  
East European ◽  
National Differences ◽  
Cultural Orientations

AbstractThis article presents a theory of seven cultural value orientations that form three cultural value dimensions. This theory permits more finely tuned characterization of cultures than other theories. It is distinctive in deriving the cultural orientations from a priori theorizing. It also specifies a coherent, integrated system of relations among the orientations, postulating that they are interdependent rather than orthogonal. Analyses of data from 73 countries, using two different instruments, validate the 7 cultural orientations and the structure of interrelations among them. Conceptual and empirical comparisons of these orientations with Inglehart's two dimensions clarify similarities and differences. Using the cultural orientations, I generate a worldwide empirical mapping of 76 national cultures that identifies 7 transnational cultural groupings: West European, English-speaking, Latin American, East European, South Asian, Confucian influenced, and African and Middle Eastern. I briefly discuss distinctive cultural characteristics of these groupings. I then examine examples of socioeconomic, political, and demographic factors that give rise to national differences on the cultural value dimensions, factors that are themselves reciprocally influenced by culture. Finally, I examine consequences of prevailing cultural value orientations for attitudes and behavior (e.g., conventional morality, opposition to immigration, political activism) and argue that culture mediates the effects of major social structural variables on them.

scholarly journals Humanity in the Living, the Living in Humans

2021 ◽  
pp. 141-154
Author(s):  
Michiel Korthals
Keyword(s):  
Learning Processes ◽  
Mutual Learning ◽  
Collaboration And Communication ◽  
Living Organisms

AbstractRecent studies in biology, ecology, and medicine make it clear that relationships between living organisms are complex and comprise different forms of collaboration and communication in particular in getting food. It turns even out that relations of collaboration and valuing are more important than those of aggression and predation. I will outline the ways organisms select and value specific items in their network of living and non-living entities. No organism eats everything; all organisms prefer certain foods, companions, and habitats. Relations between organisms are established on the basis of communication, exchange of signs, actions and goods, through mutual learning processes on all levels of life. Micro, meso and macro organisms participate in this process of valuing and communication. Animals and plants therefore show features that were traditionally attributed only to humans, like selfless assistance. The usual distinction between humans and other living beings on the basis of human’s sensitivity for altruism, language and values crumbles down due to the circumstance that also non-human living beings are prone to selfless assistance, communication and valuing.

scholarly journals DESIGN FOR SOCIAL INNOVATION BETWEEN UNIVERSITY AND THE BROADER SOCIETY: A MUTUAL LEARNING PROCESS

2017 ◽  
Vol 3 (4) ◽  
pp. 109-118 ◽  
Author(s):  
Carla Martins Cipolla ◽  
Bibiana De Oliveira Serpa ◽  
Rita Afonso
Keyword(s):  
Latin American ◽  
Social Innovation ◽  
Innovation Network ◽  
Community Members ◽  
Mutual Learning ◽  
Specific Objective ◽  
External Actors ◽  
Innovation Support ◽  
Innovation Processes ◽  
University Community

How to encourage university-community engagement with local communities and disadvantaged groups?  This is one of the main questions of the project LASIN – Latin American Social Innovation Network. Specifically, one of the main activities of LASIN is to design and run what are called SISU – Social Innovation Support Units, i.e., units dedicated to support the promotion of social innovation processes between university community members and external actors. Universities are privileged contexts for the experimentation of creative projects in social innovation if the focus is placed on fostering the interaction between internal and external actors, which can be significantly empowered by design practices. The specific objective of this paper is to describe a model for the SISU operation together with principles based on the design approach to social innovation. The recognition of the importance of the design in the promotion of social innovation has been particularly highlighted through the activities of DESIS (Design for Social Innovation Network).

scholarly journals Mutual Learning in Innovation and Co-Creation Processes: Integrating Technological and Social Innovation

2021 ◽  
Vol 6 ◽  
Author(s):  
Michael Kohlgrüber ◽  
Karina Maldonado-Mariscal ◽  
Antonius Schröder
Keyword(s):  
Social Innovation ◽  
New Technology ◽  
Innovation Process ◽  
User Involvement ◽  
Social Practices ◽  
End Users ◽  
Learning Processes ◽  
Process Technology ◽  
Mutual Learning ◽  
The People

New digital solutions are often lacking integration and acceptance by potential users. Therefore, only a small amount of innovative software solutions is really in use. The article describes a co-creation process by integrating end-users and relevant stakeholders right in the beginning in a social innovation process. Within this process, technology is seen as an enabler of innovation getting its relevance from new social practices of the people using it (e.g. working practices). Against the background of EU funded projects conducted by the authors (GT-VET, GREEN STAR, COCOP, and ROBOHARSH) the relevance of mutual learning processes of engineers / researchers / trainers on the one side and end-users / beneficiaries / learners on the other side will become evident. Moreover, new (digital and analogue) skills of employees have been identified as key for a successful digital transformation. Thereby, this article shows a twofold perspective on social innovation in education: new skills demands for employees and mutual learning processes of developers and users/stakeholders. To obtain needed skills, traditional innovation practices have to be changed by setting up a social innovation process. Such a process design has to include stakeholder and user involvement beyond pure feedback on a new technology. Co-creation means that experience, knowledge and ideas of users will be considered to ensure high usability and impact of the new technology framed by organisational and people related measures. In this respect, the innovation process and the innovation itself is much more than technological functionality–it is a contribution to new social practices and performances of the people that innovate and use the technology.

Competing Germanies

2020 ◽  
Author(s):  
Robert Kelz
Keyword(s):  
World War Ii ◽  
Latin American ◽  
Buenos Aires ◽  
Community Building ◽  
Cultural Institutions ◽  
Latin American Studies ◽  
Intercultural Relationships ◽  
Theatrical Performances ◽  
German Jewish ◽  
Political Leverage

Following World War II, German antifascists and nationalists in Buenos Aires believed theater was crucial to their efforts at community-building, and each population devoted considerable resources to competing against its rival onstage. This book tracks the paths of several stage actors from European theaters to Buenos Aires and explores how two of Argentina's most influential immigrant groups, German nationalists and antifascists (Jewish and non-Jewish), clashed. Theatrical performances articulated strident Nazi, antifascist, and Zionist platforms. Meanwhile, as their thespian representatives grappled onstage for political leverage among emigrants and Argentines, behind the curtain, conflicts simmered within partisan institutions and among theatergoers. Publicly they projected unity, but offstage nationalist, antifascist, and Zionist populations were rife with infighting on issues of political allegiance, cultural identity and, especially, integration with their Argentine hosts. The book reveals interchange and even mimicry between antifascist and nationalist German cultural institutions. Furthermore, performances at both theaters also fit into contemporary invocations of diasporas, including taboos and postponements of return to the native country, connections among multiple communities, and forms of longing, memory, and (dis)identification. Sharply divergent at first glance, their shared condition as cultural institutions of emigrant populations caused the antifascist Free German Stage and the nationalist German Theater to adopt parallel tactics in community-building, intercultural relationships, and dramatic performance. Its cross-cultural, polyglot blend of German, Jewish, and Latin American studies gives the book a wide, interdisciplinary academic appeal and offers a novel intervention in Exile studies through the lens of theater, in which both victims of Nazism and its adherents remain in focus.

Citizenship learning and political participation: the case of Latin American-Canadians

2008 ◽  
Author(s):  
Jorge Ginieniewicz
Keyword(s):  
Transformative Learning ◽  
Informal Learning ◽  
Latin American ◽  
Learning Process ◽  
Home Country ◽  
Learning Processes ◽  
Environmental Responsibility ◽  
Civic Learning ◽  
Latin American Immigrants ◽  
Citizenship Learning

This article explores the informal learning processes and the changes in the values of a group of 200 Latin American immigrants to Canada. Results show that the majority of the respondents underwent at least one political or civic learning process, like increasing tolerance or environmental responsibility. The findings also suggest a number of tensions between the set of values brought from the home countries and those incorporated in the home country. The author argues that these tensions led some interviewees through a process of transformative learning.

Japan and 100 Years of Antarctic Legal Order: Any Lessons for the Arctic?

2015 ◽  
Vol 7 (1) ◽  
pp. 1-54
Author(s):  
Akiho Shibata
Keyword(s):  
Learning Processes ◽  
Legal Order ◽  
The Arctic ◽  
Polar Regions ◽  
Mutual Learning ◽  
Arctic Regions ◽  
End Products ◽  
International Legal Order ◽  
History Of ◽  
The Antarctic

This paper examines whether core foundational principles can be distilled from the 100 years of history of the legal order-making in the polar regions. Despite differences in geo-physical, socio-historical, and legal circumstances conditioning the Antarctic and the Arctic regions, the examination of the processes of legal order-making in both polar regions demonstrates that there are some foundational principles being assessed and applied in designing their respective legal regimes. The identification of those core foundational principles would not necessarily lead to similar end products, nor would such examination necessarily advocate, for example, an Arctic Treaty System. This paper, instead, submits that between the Antarctic and the Arctic there are mutual learning processes already discernible at the foundational level of process legitimacy in international legal order-making. This examination also provides a broader framework to assess the existing literature that sees certain interactions between the two regimes at the level of substantive principles and rules.

scholarly journals Policy thinking: from ‘if ... then’ to ‘what if ...’

2006 ◽  
Vol 2 (3) ◽  
Author(s):  
Amanda Wolf
Keyword(s):  
Production Management ◽  
Scientific Evidence ◽  
Learning Processes ◽  
Decision Makers ◽  
Sources Of Information ◽  
Mutual Learning ◽  
Good Advice ◽  
Knowledge Policy ◽  
Lively Debate ◽  
Good Policy

Now, more than ever before, good advice is held to be a function of its knowledge base. Advisers seek connections between information, knowledge, policy and outcomes. Given issue complexity, multiple values and competing sources of information, lively debate focuses on various qualities of knowledge, and its production, management and relevance. Some policy advisers and decision makers equate ‘good’ knowledge with expert and scientific ‘evidence’. Others proclaim the worth of local and ‘interpretive’ knowledge, which arises from consultation, dialogue and mutual learning processes. Unfortunately, debate centred on the qualities of knowledge tacitly assumes that good qualities automatically increase the odds of good policy.

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