scholarly journals From ‘intercultural-washing’ to meaningful intercultural education: Revisiting higher education practice

2021 ◽  
Vol 3 (2) ◽  
pp. 1-16
Author(s):  
Mélodine Sommier ◽  
Malgorzata Lahti ◽  
Anssi Roiha
Keyword(s):  
Higher Education ◽  
Intercultural Communication ◽  
Communication Theory ◽  
Theory And Practice ◽  
Intercultural Education ◽  
Special Issue ◽  
Education Practice ◽  
The People ◽  
Recent Developments ◽  
Stable Connection

This is the first special issue that JPHE hosts—and could there be a more suitable forum for an issue dedicated to exploring and encouraging a critical dialogue around transformative intercultural communication teaching practices in higher education (HE)? What has led us to engage with the theme of making intercultural education meaningful is a shared observation that there seems to be an increasing disconnect between recent developments in intercultural communication theory and practice. With so much critique published over the years, we are perplexed as to why traditional notions of culture still prevail not only in mainstream intercultural communication research but also in institutional discourses in HE and in popular discourses as articulated by the people who sit—or have once sat—in our classrooms. In this editorial and Special Issue, we approach intercultural communication from a critical angle, akin to the theorization of interculturality as a discursive and contingent, unstable and contradictory, political and ideological construct. We are thrilled to see this approach gain ground in the field of intercultural communication. However, at the same time, we are worried that the terrain of intercultural communication teaching across HE settings has become quite unruly and is characterized by pedagogical solutions that do not have a stable connection to state-of-the-art theory, and that might lead to naive, simplistic, and essentialist understandings of ‘culture’ and ‘the other’.......

scholarly journals Special Issue on the Theory and Practice of Differential Privacy

2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Marco Gaboardi ◽  
Chris J. Skinner
Keyword(s):  
Data Analysis ◽  
Programming Languages ◽  
Differential Privacy ◽  
International Workshop ◽  
Theory And Practice ◽  
Release Mechanism ◽  
Special Issue ◽  
Research Areas ◽  
Recent Developments ◽  
Definition Of

This special issue presents papers based on contributions to the first international workshop on the “Theory and Practice of Differential Privacy” (TPDP) held in London, UK, 18 April 2015, as part of the European joint conference on Theory And Practice of Software (ETAPS). Differential privacy is a mathematically rigorous definition of the privacy protection provided by a data release mechanism: it offers a strong guaranteed bound on what can be learned about a user as a result of participating in a differentially private data analysis. Researchers in differential privacy come from several areas of computer science, including algorithms, programming languages, security, databases and machine learning, as well as from several areas of statistics and data analysis. The workshop was intended to be an occasion for researchers from these different research areas to discuss the recent developments in the theory and practice of differential privacy. The program of the workshop included 10 contributed talks, 1 invited speaker and 1 joint invited speaker with the workshop “Hot Issues in Security Principles and Trust” (HotSpot 2016). Participants at the workshop were invited to submit papers to this special issue. Six papers were accepted, most of which directly reflect talks presented at the workshop

Connecting Theory and Practice in Higher Education in Germany

2019 ◽  
pp. 84-113
Author(s):  
Eva Cendon
Keyword(s):  
Higher Education ◽  
Training System ◽  
Theory And Practice ◽  
Vocational Education And Training ◽  
Future Perspectives ◽  
Education Programs ◽  
Higher Education System ◽  
Recent Developments ◽  
Two Sectors ◽  
And Training

This chapter reviews developments in the German educational system with regard to connecting professional and academic worlds of knowing within higher education programs. After setting the context by giving an overview on the segmentation of the higher education system and the vocational education and training system in Germany, the chapter focuses on recent developments enhancing permeability between these two sectors that manifest as new routes to higher education for professionals. These routes are combined in new ways within the German-wide state-funded competition “Advancement Through Education: Open Universities,” which is exemplary discussed. The chapter closes with summarizing challenges and outlining future perspectives.

How can the Pragmatic Philosophy of John Dewey Make a Contribution to the Theory and Practice of Intercultural Communication?

2016 ◽  
Vol 13 (3) ◽  
pp. 242-262
Author(s):  
Stephen Holmes
Keyword(s):  
Intercultural Communication ◽  
John Dewey ◽  
Communication Theory ◽  
Practical Experience ◽  
Theory And Practice ◽  
The Third ◽  
The Arts ◽  
And Performance ◽  
Set Up ◽  
Practical Question

This paper focuses on the practical question of how the ideas of John Dewey can contribute to improved intercultural communication theory and practice, especially to training. The question is answered in four parts. The first part refers to the presumed superiority of sensitivity to difference as opposed to similarity in intercultural communication. The second part suggests that Dewey’s duality of potentiality and interaction can be carried over to the duality of competence and performance. The third part highlights the use of the generic concepts of pattern and habit to better understand culture as a practical experience. The final part advocates a closer look at the idea and experience of rhythm as an epistemological alternative to subject vs object. The author relies on his experience as a trainer and a teacher of Intercultural Communication and proceeds down an interdisciplinary path, especially attempting to set up a dialogue with biology, systems and the arts.

scholarly journals Editorial Future Education: Schools and Universities

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Michael P Levine ◽  
Laura D'Olimpio
Keyword(s):  
Higher Education ◽  
Educational Theory ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Special Issue ◽  
Teachers And Students ◽  
The University ◽  
Future Education

While some may argue that universities are in a state of crisis, others claim that we are living in a post-university era; a time after universities. If there was a battle for the survival of the institution, it is over and done with. The buildings still stand. Students enrol and may (at times) attend lectures, though let’s be clear—most do not. But virtually nothing real remains. What some mistakenly take to be a university is, in actuality, an ‘uncanny’ spectral presence; ‘the nagging presence of an absence … a “spectralized amnesiac modernity with its delusional totalizing systems”’ (Maddern & Adey 2008, p. 292). It is the remains and remnants of the university.[1]Overstatement? Perhaps. We think many if not most administrators, at all levels, will likely dissent. So too will many if not most teachers and students. Trying to determine whether this is correct, or to what extent, by consulting polls and reading opinion pieces in various education journals and professional papers (e.g. Journal of Higher Education; The Campus Review; Chronicle of Higher Education) is likely to be of little help. In any case, it is the hypothesis (that universities and educational institutions generally are in a state of crisis), along with closely related ones, and concerns about what can be done in the circumstances, that have generated this special issue.This special issue highlights and illustrates that most of the contested issues regarding educational theory and practice central to how universities and schools should be, and how they should be run, are first and foremost questions of value rather than fact. They are questions regarding what we want, but more importantly what we should want, from our universities and schools; about what they should be and what students, teachers and administrators should be doing to facilitate this.[1]    See Cox and Levine (2016a, b) and Boaks, Cox and Levine (forthcoming).

scholarly journals THE COURSE “THEORY OF INTERCULTURAL COMMUNICATION” IN THE CONTEXT OF CORRELATION BETWEEN THE LATEST STANDARDS OF HIGHER EDUCATION AND PROFESSIONAL STANDARDS

2021 ◽  
pp. 40-44
Author(s):  
Zh.A. Korotkikh ◽  
◽  
I.Yu. Kocheshkova ◽  
Keyword(s):  
Higher Education ◽  
University Students ◽  
Intercultural Communication ◽  
Teaching Methods ◽  
Professional Training ◽  
Current Issue ◽  
Translation Studies ◽  
Theory And Practice ◽  
Professional Standards ◽  
Interactive Teaching

The article is devoted to the current issue of the formation of competencies of university students (programme “Translation Studies”) through studying the theory of intercultural communication. The article describes the experience of combining active and interactive teaching methods that contribute to the integrated formation of all types of competencies and the implementation of practical professional training in the framework of teaching future translators and interpreters the theory and practice of intercultural communication.

Critical Issues in Pedagogy and Research: Perspectives on Dance Education Theory and Practice

2009 ◽  
Vol 41 (S1) ◽  
pp. 199-203
Author(s):  
Eeva Anttila
Keyword(s):  
Higher Education ◽  
National Level ◽  
Bologna Process ◽  
National Development ◽  
Dance Education ◽  
Theory And Practice ◽  
Western World ◽  
The European Union ◽  
Education Practice ◽  
Research Perspectives

From a Scandinavian perspective, the current scenario for dance education practice and research appears quite challenging. One great challenge seems to be preserving the basic values of democracy, equity, and access of the Nordic educational system that is being contested by neoliberal policies, much like elsewhere in the Western world. I am echoing Sue Stinson about the concerns that accountability and standardization have generated in preparing future dance teachers. The restraints seem to creep in from all directions. From the European Union and the Bologna process, higher education is affected by directives that compel us to reformulate the program goals in terms derived from Bloom's taxonomy (Bloom 1956). On the national level, increasing governmental regulations regarding higher education have altered the criteria for allocating funds, and beginning in January 2010 the whole system will drastically change toward privatization. Another significant national development is more difficult to discern but is even more disturbing.

scholarly journals Praksisnær undervisning – en forutsetning for innovasjon og entreprenørskap!

2020 ◽  
pp. 197-217
Author(s):  
Ingrid Tvete
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Theory And Practice ◽  
Contextual Learning ◽  
Social Structures ◽  
Education Practice ◽  
Teaching In Higher Education ◽  
Political Governance ◽  
Innovation In Higher Education

In this chapter I examine the importance of the concepts of entrepreneurship and innovation in an educational context. The aim of the chapter is to show that entrepreneurship and innovation are not only political superlatives, but also useful approaches to a more practice-oriented teaching in higher education. Practice-oriented teaching is teaching with a clear applied orientation, and I examine how entrepreneurial perspectives and forms of teaching can contribute to this applied orientation through examples, among other things, from the innovation methods we find in ‘Liberating Structures’. The intention of the examples is to demonstrate that entrepreneurship and innovation are useful and simple tools when it comes to facilitating teaching situations where the students must connect theory and practice. Boyer and Knorr-Cetina’s thoughts on knowledge are briefly referenced to support the notion that the students need expertise in how social structures and knowledge development influence each other reciprocally. This is seen in the context of political governance documents and especially Nordic literature on entrepreneurship. Entrepreneurial teaching methods and practice-oriented teaching are then linked to a situational and contextual learning perspective, and I argue that entrepreneurship and innovation are inextricably linked to practice-oriented teaching. I conclude that through entrepreneurship and innovation in higher education we can facilitate a practice-oriented learning where the student learns situationally, without necessarily being in a practical situation.

scholarly journals Hambatan Komunikasi Antarbudaya Pekerja Asing yang Bekerja di Jakarta

Koneksi ◽  
2020 ◽  
Vol 3 (2) ◽  
pp. 336
Author(s):  
Reza Kristiani ◽  
Lusia Savitri Setyo Utami
Keyword(s):  
Intercultural Communication ◽  
Communication Theory ◽  
Theoretical Foundation ◽  
Culture Shock ◽  
Capital City ◽  
Foreign Workers ◽  
Phenomenological Method ◽  
Language And Culture ◽  
The People ◽  
Metropolitan Cities

The developments in Indonesia, especially in the capital city of Jakarta, have now become one of the livelihood fields that interest foreign citizens. However, due to differences in citizenship, language and culture, foreign workers who work in Jakarta experience obstacles in communication in Indonesia. In addition, the flow of globalization in metropolitan cities such as Jakarta is developing rapidly, resulting in the diminishing culture of the people residing in this city. However, it cannot be denied that there are still a number of phenomena caused by cultural differences between foreign workers and the people of Jakarta. These barriers make a noneffective communication of foreign workers. This study uses a descriptive qualitative research with the phenomenological method. The theoretical foundation used in this research is communication theory, intercultural communication and intercultural communication barriers. The results showed, of the six barriers to intercultural communication put forward by Devito, only four barriers were experienced by foreign workers who worked in Jakarta, there are stereotypes, misinterpretations of the meaning of verbal and nonverbal messages, violations of customs and culture and culture shock. Whereas prejudice and ethnocentrism do not become obstacles for foreign workers because foreign workers have a more open mind in a new environment they occupy.Perkembangan yang terjadi di Indonesia, khususnya ibukota Jakarta saat ini menjadi salah satu lahan penghidupan yang diminati oleh para warga negara asing. Namun karena adanya perbedaan kewarganegaraan, bahasa, dan budaya, para pekerja asing yang bekerja di Jakarta mengalami hambatan dalam berkomunikasi di Indonesia. Di samping itu arus globalisasi di kota metropolitan seperti Jakarta berkembang dengan cepat, sehingga mengakibatkan kekentalan budaya masyarakat yang berada di kota ini menjadi semakin berkurang. Namun tak dapat dipungkiri bahwa masih terjadi beberapa fenomena yang diakibatkan oleh perbedaan budaya antara pekerja asing dan masyarakat Jakarta. Hambatan inilah yang membuat komunikasi para pekerja asing menjadi tidak efektif. Penelitian ini menggunakan pendekatan penelitian kualitatif deskriptif dengan metode fenomenologi. Adapun landasan teoritik yang digunakan dalam penelitian ini yaitu teori komunikasi, komunikasi antarbudaya dan hambatan komunikasi antarbudaya. Hasil penelitian menunjukan, dari enam hambatan komunikasi antarbudaya yang dikemukakan oleh Devito, hanya empat hambatan yang dialami oleh para pekerja asing yang bekerja di Jakarta, yakni stereotip, kesalahan pemaknaan arti pesan verbal dan nonverbal, terjadinya pelanggaran terhadap adat kebiasaan dan budaya serta gegar budaya. Sedangkan prasangka dan etnosentrisme tidak menjadi hambatan bagi para pekerja asing karena para pekerja asing memiliki pemikiran yang lebih terbuka dalam suatu lingkungan baru yang mereka tempati.

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