Interculturality

The representation of Mexico in France through three exhibitions since 2014, is the subject of
this memory. The exhibitions studied are: "Maya: revelation of an endless time", (Museum
Quai Branly, October 2014-February 2015); "Mexico: Living it to believe it" (La Villette,
July 2015) and "Mexico (1900-1950): Diego Rivera, Frida Kahlo, Jose Clemente Orozco
and the avant-gardes "(Grand Palais, October 2016-January 2017).
The body of this memoir is a comparison between three exhibitions, three commissioners, three
different exhibition venues, three scenographers, different target audiences, and three visions
different from the same country. Similarly, the thesis focuses on understanding interculturality
between Mexico and France, and the strategy of each commissioner to show a Mexico
real.
The result of this thesis is to highlight the different challenges for the professionals of the
museum, specifically, the scenographers, for the creation of an exhibition that represents the
Mexico in France, through stereotypes or prejudices.

En  el  presente  artículo  se  indagan  las  características  que  adoptan las políticas Educación Intercultural ilingüe  (en adelante EIB) en Argentina, a travésdel  análisis  de  su  aplicación  en  los  territorios  provinciales  de  Salta  y Misiones (Argentina). Las preguntas que guían esta investigación son ¿de qué manera las normativas provinciales construyen sentidos locales de la EIB como política  educativa  y  de  la interculturalidad  como  derecho  educativo?  Y  ¿qué tipo  de  dispositivos  de  intervención  territorial  se  diseñan  para  atender  las problemáticas  locales?  Partimos  de  la  hipótesis  de  que  en  Argentina  los modelos de educación intercultural destinados a las poblaciones indígenas no se  implementaron  de  manera  homogénea,  sino  que  admiten  diferentes periodizaciones  y  plantean  desarrollos  propios  vinculados  al  contexto  y  la población destinataria. Más aún en las provincias se re-significan, seleccionan y fijan sentidosdeterminados de la EIB que constituyen un campo de discusión con  textura  propia.  En  esta  contribución  se  describen  las  políticas  públicas destinadas a la educación de pueblos indígenas en dos provincias de la Región Norte Grande Argentino. Desde una perspectiva antropológica, se abordan los dispositivos territoriales diseñados en cada provincia y los sentidos locales que se construyen entorno a la interculturalidad.EDUCACIÓN INTERCULTURAL BILINGÜE. REFLEXIONES ACERCA DE LOS CASOS DE SALTA Y MISIONES (ARGENTINA)INTERCULTURAL BILINGUAL EDUCATION. REFLECTIONS ABOUT SALTA’S AND MISIONES’S CASES (ARGENTINA)YAMILA IRUPÉ NUÑEZiy ANA VICTORIA CASIMIRO CORDOBAiiFecha de Recepción: 24/10/2019|Fecha de Aprobación: 30/11/2019iDoctora  en  Antropología  Social  (FHyCS-UNaM).  Becaria  posdoctoral  CONICET  en  el  Instituto  de  Estudios  Sociales  y  Humanos (CONICET-UNaM).  Investigadora  en  la  Secretaría  de  Investigación  de  la  Facultad  de  Humanidades  y  Ciencias  Sociales  de  la Universidad Nacional de Misiones, Posadas, Misiones, Argentina.yamilairupe88@gmail.comiiEspecialista en cultura guaraní jesuítica (UNaM). Diplomatura en Pensamiento Latinoamericano y Caribeño (CLACSO).  Licenciada en  Antropología  Social  (UNSa). Instituto  de  Investigaciones  en  Ciencias  Sociales  y  Humanidades  (CONICET-UNSa). Consejo  de Investigación de la Universidad Nacional de Salta (UNSa). Salta, Argentina.anita.desafio@gmail.comPalabrasClave: Lenguas.Pueblos originarios.Educación.Estado.Interculturalidad.

Ce bulletin présente les résultats d’une étude de nature qualitative où différents acteurs locaux de plusieurs arrondissements de Montréal ont été interviewés afin de cerner les enjeux et autres défis auxquels ils doivent faire face pour faire participer des populations immigrantes à différentes activités de loisir. Cette recherche terrain permet notamment de mettre en avant le fait que le loisir apparaît, aux yeux de ces acteurs locaux, comme un véritable vecteur d’intégration pour les populations immigrantes et qu’il est source de cohésion sociale, particulièrement en contexte interculturel.

O texto aborda as ações educativas oferecidas por uma Organização Transnacional do Terceiro Setor, com comitês locais, no Brasil, e a sua contribuição para o desenvolvimento de uma nova relação com o saber, no sentido de interculturalidade. A organização pesquisada atua em diversos países e busca auxiliar na integração entre diferentes culturas. Foram realizadas entrevistas com os participantes e pesquisa documental. Os dados revelam que as práticas pedagógicas apresentam uma dicotomia entre os valores de paz e seus fazeres convergentes com a lógica do mercado globalizado. A pesquisa aponta que ações educativas deveriam ultrapassar a concepção de multiculturalismo, para a de interculturalismo, instaurando o diálogo com as diferenças.

DE ALLÁ PARA ACÁ es una serie documental infantil ganadora del Concurso Nacional del INCAA “Series Documentales para ser emitidas por canal Paka Paka (2014)”. La serie forma parte de la grilla de contenidos del primer canal educativo y público diseñado por el Ministerio de Educación de la Nación Argentina. La propuesta documental representa una herramienta educativa y de comunicación innovadora desarrollada a partir de un trabajo interdisciplinar entre la comunicación, la animación, el audiovisual, y la sociología de las migraciones.

La serie cuenta la vida cotidiana de niños y niñas migrantes que residen en la ciudad de Córdoba (Argentina), y retrata la diversidad y la hibridez cultural de la ciudad desde la mirada y vivencia de los niños. Busca representar los relatos de los niños migrantes, sin caer en los estereotipos, simplificaciones o visiones folckorizantes de las culturas de nuestra Latinoamérica y del resto del mundo.

DE ALLÁ PARA ACÁ es una propuesta dinámica, atractiva y reflexiva que permite al público infantil de entre 8 y 12 años acercarse a los conceptos de diversidad, interculturalidad y migración desde la mirada de los protagonistas de la serie: desde niños para niños. La serie no está dirigida exclusivamente a niños que han experimentado un proceso migratorio, ya que plantea temas transversales vinculados a los desafíos propios de la infancia: la relación con los otros, la convivencia, los vínculos, la integración, la discriminación, etc.

Palabras claves: niños migrantes, interculturalidad, identidad, material educativo, migración infantil.

Il Mediterraneo, spazio entro cui si è dispiegata una parte importante della storia dell'umanità, è da sempre luogo di libera circolazione di uomini, beni, idee, tecniche, simboli, miti, religioni. Oggi è teatro d'un dramma umanitario senza precedenti: "Mare Monstrum" più che "Nostrum".
All'interno di questo bacino «polisemico e policentrico», «alternativo alla modernità atlantica» e «metafora del pensiero meridiano», le migrazioni si caratterizzano da sempre come «esperienze transcontinentali».
Le migrazioni mediterranee, avvenute secondo processi «pluridirezionali» oltre che «plurisecolari», hanno dato luogo alla «formazione di identità miste» : aspetto che avvicina il nostro Mediterraneo agli altri Mediterranei del pianeta, su tutti il Mar Caraibico, sebbene inevitabilmente differenti siano le dinamiche genetiche di tali processi e gli esiti.

El presente artículo busca analizar el tratamiento que realizó la prensa chilena sobre el fenómeno de la  inmigración  durante  un  año  de  emisiones  en  la  red  social  Twitter  (entre  el  23  de  agosto  de  2016  y el 23 de agosto de 2017). Dicho fenómeno experimentó un explosivo crecimiento en los últimos años en el país, cambiando el paisaje social chileno con la presencia de comunidades peruanas, colombia-nas, ecuatorianas y, por último, venezolanos y haitianos. Este es un estudio mixto que utiliza elementos de minería de datos para extraer y refinar datos desde redes  sociales,  y  análisis  de  contenido  para  clasificar  el  corpus de  tuits  emanados  de  los  doscientos  noventa medios chilenos que seguimos.En lo específico se analizó: a) qué medios hablaron más del tema, b) la cualificación de las noticias, diferenciando  a  los  medios  nacionales  de  los  regionales,  c)  las  voces  tanto  de  personas  como  de  instituciones que más hablaron sobre el tema y d) las comunidades inmigrantes más mencionadas. Entre los resultados se destaca la relevancia que la prensa le dio a los actores políticos, que fueron los más mencionados, y la relación entre las comunidades inmigrantes más grandes y su aparición en las noticias. Por ejemplo, los haitianos fueron el grupo extranjero más mencionado, pese a ser la cuarta comunidad extranjera más numerosa en Chile, al momento de realizar el estudio. Mientras los venezolanos, que ocupaban el primer lugar –en volumen migratorio– fueron el cuarto grupo más mencionado por la prensa.

Rico, 2018. The Intercultural Communicative Competence (ICC) in the Contexts of Teaching English as a Foreign Language The EFL teaching has faced a pedagogical evolution and innovation according to the learners and societal needs and this article contributes with reliable information on historical approaches which were the foundation to develop the pioneer strategy of teaching a foreign language nowadays, which is the intercultural communicative competence (ICC). The definition of teaching a language is discussed in the first part of the article as "all the planned activities to learn a language" (Stern, 1983), the author remarked the importance of teaching grammar at that time; moreover, how relevant was to learn to speak as a native of the foreign language. In fact, those were the pinnacles of the traditional approaches. Furthermore, the author illustrates an excellent description of the changes and innovations on teaching languages based on Stern's studies, by classifying them into 5 periods from the years 1.880 to 2015; the characteristics of each decade validates how worldwide events affected language education and forced humans to evolve within the circumstances, for instance, the first world war, army force special requirements, etc. Certainly, the author discussed key aspects of each decade: 1. 1.880-1920: Direct Method-Phonetics importance 2. 1920-1940: First World War tragedy for improving the international communication, reading approach, emphasis on vocabulary and evaluation. 3. 1940-1970: Linguistic approach development, Army force tried intensive teaching to different kind of public with oral emphasis, audio oral and audiovisual approach, foreign language in elementary schools, Language laboratories, technology use for EFL learning, psycholinguistic development, Cognitive code learning, Chomsky theory, sociolinguistics, research methods, analysis and contrastive analysis. 4. 1970-1980: Emphasis on the curriculum, human relations, autonomy, language research, acquisition versus learning in children and adults, interlanguage studies. The development of new methods: Silent way, Community language learning, suggestopedia. 5. 1980-2015: Communicative approach, Technology use, Competency based learning, critical perspectives, etc. In particular, the summary below displayed what was defined by the author as the structural, functional and interactional language teaching schools. Specifically, the structural one as the traditional, envisages the language as a system conformed by other subsystems studied in a separate way; the functional perceives the language as a vehicle of functional meanings; and the interactional posits the language as a bridge to have interpersonal relationships and social interactions among individuals. Apart from this, the article mentions the new tendency of language teaching. Stern (1983), remarked how common in Europe is to listen English teachers minifying the American English just because it was not the "language of the Queen" or from "Oxford University", this depicts that American English is not pure enough to be taught. It can be inferred the bias existing in this statement. Thus, the new tendency of language teaching (Kramsch, 1993) was based on four teaching needs. 1. The intercultural sphere need, 2. The need to teach the culture as an intercultural process, 3. The culture as a differential process, 4. The need of crossing disciplinary boundaries. This implies a reflection on our own culture as well as the target one, the author explores the idea that the teachers must promote intercultural communication, also the "national" traits are essential part of a person when learning a language, and it is also relevant to invite teachers to make reflections upon social, ethnographic and sociolinguistic studies. To support the idea of innovative tendencies, the author describes the Communicative approach as the relation with study object (the communicative competence). He shows a comparison with the traditional structural approach demonstrating that interaction with the social context is essential for language development, and he establishes the differences between "Competence and Performance" mentioned by Chomsky in his earlier studies of the language. Also, the authors Byram and Fleming (1998), made a contrast among the general competences (Savoir, Savoir apprendre, savoir etre, savoir faire) and the communicative language competence components (linguistic, sociolinguistic and pragmatic ones).

Based on language as a parameter; see <ethnologue.org> for the latest figure. 30 Dept. of Economic and Social Affairs (2009). 31 This was pointed out by the Worldwatch Institute, Washington, already in the 1990s (Biehahn 1993). Since language is a criterion, it should be noted that UNESCO reports 2500 endangered languages (Moseley 2010; Huaman 2011).

The teaching of a language is linked to the development of cultural competence in that
language. Given the variety and complexity of cultures in the classroom, especially in
immigration contexts, and the cultural distance that may exist, the teacher is sometimes
overwhelmed by the difficulty of guiding and guiding the development of this competence. In this study we analyze the essential concepts of the cultural component in the Spanish as a foreign language classroom, with special attention to the perspective that the teacher should have about them to help in the decision making process.

INTERCULTURALIDAD Y EDUCACIÓN (II). Elementos previos. Cómo trabajar la interculturalidad en la educación. Aspectos de intervención educativa. Aspectos pedagógicos, sociomorales, socioafectivos, organizativos, de enseñanza y didácticos. Recursos y materiales. Dinámicas grupales. Trabajo de reflexión: Estrategias y recursos interculturales. Bibliografía. Anexos

This paper will review several examples of educational programs that have been framed as bridging indigenous knowledge and western science, locates them within the discourse of interculturality, and attempts to situate them as well on a spectrum/continuum of depth and practicality of project development, content and delivery. The focus on science education is an attempt by the author to deal head-on with criticism of western science as standing irretrievably oppositional to indigenous knowledge (IK). In the process we see examples of teacher-initiated programs, professional development, and a reconstituting of western science with its history, philosophy and sociology in order to reach IK. The goal is to stay as close to the classroom level as possible – to what teachers and students must actually face when bringing two (or more) knowledges together – and explore conditions conducive to successful intercultural learning experiences.
The aim of this paper is to approach intercultural education from both teaching and learning perspectives, contextualized within the developing intercultural discourse. Beginning with bilanguaging and border thinking in the classroom – defined as taking place between teachers and material, students and teachers, students and material, students and students – to teacher and government initiatives from the perspectives of those actually in the classroom, and the constructive and curricular elements found therein. We will look briefly at student thinking, specific methods of teacher training, examples of IK pedagogy, and two additional methods (curriculum development through lesson study and participatory/collaborative action research) currently used in other fields, but which hold potential for development of intercultural curricula. We conclude with a brief overview of best practices learned from the examples reviewed, and touch on how outcomes may contribute to the redefining of citizenship.

Αρβανίτη, Ε. (2012). Σχεδιασμοί μάθησης και διαφορετικότητα στο πρόγραμμα εκπαίδευσης μεταναστών -Οδυσσέας. Στο Π. Γεωργογιάννης (Επιμ.). Διαπολιτισμικότητα, Διοίκηση της Εκπαίδευσης και Οικονομική Κρίση στην Κοινωνία, το Σχολείο, την Οικογένεια (τομ. Α, σσ.51-61). Πάτρα: ΚΕΔΕΚ.

Intercultural Management & International Relations - This research paper (French language) analyses challenges and potential barriers for the future development and strengthening of the network of cultural institutes in Europe (EUNIC) by identifying cultural and institutional differences amongst member institutes. The EUNIC case study is an example for multilateral collaboration in European non-governmental organisations and it suggests areas for future development of this type of associations. We are identifying some underlying themes that are potential levers for success and that could be considered when optimizing EUNIC governance structures, strategies and operating principles.
We are hoping that our study will contribute to EUNICs future development by raising awareness on the complexity of the networks’ mission due to the heterogeneous visions of its member institutes. Maybe this work can initiate further discussions leading to co- creating a new, shared vision on European foreign cultural action.

The focus for this extended abstract is on how the integration of arts practices into teaching and learning for learners developing English as an Additional Language can be achieved, an area addressed previously by Cummins & Early (2011). The research was conducted within the Creating Welcoming Learning Environments project in England in 2017-2018 (henceforth CWLE) (AHRC-funded AH/R004781/1). The CWLE project was a follow-on project from the AHRC large grant Researching Multilingually at the Borders of Language, the Body, the Law and the State (henceforth RM@borders) (AH/L006936). The RM@Borders project sought to explore uses of language when people face pain and pressure while at the same time conceptualising and using creative arts methods as a form of language from the earliest stages of the project. The CWLE project built on this work by exploring the potential benefits for teaching and learning of connecting the creative arts methods developed in the RM@Borders project with supportive approaches for learners of EAL.
The CWLE project was achieved through a “creative collaboration”, using John Steiner’s conceptualisation (2000), bringing together creative artists, school-based teachers and teaching assistants, local authority advisory teachers and university researchers. These groups collaborated to explore, in primary, secondary and special schools in England, how specific creative techniques: using music, textiles, drama, film making, crafting, poetry and the spoken word can support a) children’s developing English language skills and b) children’s developing identities, including as multilingual language users.

Fruits of American Intercultural studies in abroad. Intercultural communication has evolved due to the activity of The Foreign Service Institute (FSI) in the United States, in a result of efforts to make more effective the FSI’s activity in communication with another nations or civilizations. – In parallel, actually, the church evolved its own theory and practice of intercultural communication, too, since and after the Second Vatican Council. Especially in Saint John Paul II’s activity, who was canonized in 2014 by the recent Pope Francis, who seemed to follow his great predecessor and it was evaluated by such Israeli politicians as Simon Perez. – Saint John Paul II’s entire pontificate was full of intercultural actions: praying together with the Dalai Lama in Assisi (1986), while putting a Buddha on the altar; and he was who has first visited the Jewish synagogue of Rome. -- All these led to the culmination of the interfaith communication in his address to the Muslims in the Umayyad Mosque in Damascus, May 6, 2001. - He was criticized by the conservative wing of the church, but his activity was developed ahead by the posterity, when the recent pope Francis went ahead by modernisation of the church.

El derecho a la libre determinación en materia política de los pueblos originarios de México, aun cuando se encuentra reconocido en el artículo 2 de la Constitución Política de los Estados Unidos Mexicanos (2020), debe judicializarse para su ejercicio. En el Derecho constitucional de las entidades federativas de México, si bien es cierto se les reconocen derechos colectivos, no existen leyes de desarrollo constitucional que refieran a los procedimientos a seguir, en caso de que la Asamblea comunitaria de un municipio de mayoría indígena decida elegir a  sus autoridades municipales conforme a sus sistemas normativos propios. Ese vacío procesal del sistema electoral mexicano impacta en el ejercicio del derecho colectivo que tienen los pueblos originarios de decidir su destino en materia electoral municipal respetando las reglas constitucionales. Para demostrar lo anterior se hace un análisis del contexto político y jurídico del municipio indígena de Oxchuc-Chiapas, que impulsó la judicialización de ese derecho colectivo y culminó con la celebración de elecciones bajo sistemas normativos propios el 21 de abril del 2019.

SUMMARY: This article attempts to delineate and plot the contours of the intercultural contributions of Gerasim Lebedev in a linguistic-cultural domain totally alien to him, in early-colonial Calcutta. It also seeks to contextualise the intense polysemy between 'microcosmic' personal and literary journeys and the 'cosmopolitan' acculturation that came with Lebedev's socio-cultural background and travels. Though, as will be seen in the essay, Lebedev's path-breaking maverick effort was largely a shot in the dark, his achievement is seen, in almost the entire theatrical fraternity in West Bengal and Bangladesh, in terms that can be described as larger than life. The essay will seek to understand the extent to which Lebedev's personal and professional choices reflected deep cross-cultural sympathies, thus making him an enthusiast with a difference.

La tesi di dottorato qui pubblicata, frutto delle ricerche condotte dall'autore nel corso del XXIV ciclo -primo del DRASD -è stata discussa il 16 febbraio 2012 e valutata con giudizio "molto positivo" dalla Commissione (composta dai professori Guido Meloni, Giorgio Grasso e Vincenzo Salvatore Gonario Satta), secondo la quale le ricerche "presentano spunti originali anche alla luce del caso studio presentato". Già la presentazione del tutor, peraltro, aveva evidenziato che lo studio "si segnala per l'originale tentativo di ridiscussione critica di alcune questioni comunemente trascurate dalla dottrina".

Knjiga Interkulturalna interakcija i razvoj interkulturalne osetljivosti predstavlja savremeno i obuhvatno štivo, kojim se na kvalitetan način nadomešta nedostatak literature iz ove oblasti na srpskom govornom području. Knjiga je značajan referentni izvor za istraživače iz više naučnih disciplina i oblasti, nastavnike (u preduniverzitetskom i univerzitetskom obrazovanju), studente, organizacije u oblasti obrazovanja i međunarodne saradnje, ali i za sve one koji žele da bolje razumeju kulturne razlike i različite fenomene u domenu interkulturne interakcije. Autorka znalački vodi čitaoca od suočavanja sa značenjem osnovnih pojmova, preko teorijskih razmatranja i empirijskih istraživanja, do fokusa na oblikovanje obrazovne prakse koja je namenjena razvoju interkulturalne osetljivosti (prof. dr Blagica Zlatković).
Ova originalna i zanimljiva knjiga pruža obilje korisnih informacija o procesima i efektima interakcije između različitih kultura, korisnih za istraživače iz oblasti psihologije, sociologije, antropologije, ekonomije, politikologije, kao i za proučavaoce kulture, međunarodnih odnosa, međunarodnih studija, diplomatije i druge. Njena posebna vrednost leži u tome što ona može biti podjednako korisna i praktičarima. Zainteresovan čitalac u ovoj knjizi može naći odgovore na različita pitanja, među kojima su ona koja se tiču činilaca koji otežavaju uspešnu interkulturalnu interakciju i komunikaciju, strategija kojima pojedinci ili grupe određenog kulturnog nasleđa pribegavaju kada se nađu u novom i drugačijem kulturnom okruženju, kao i pitanja postojanja individualnih razlika u uspešnosti u interkulturalnoj interakciji (prof. dr Sunčica Macura Milovanović)

Perspectivas multidisciplinarias para el estudio de la interculturalidad y el desarrollo social Primera edición: mayo de 2016 © Universidad Autónoma de Coahuila © Ediciones de Laurel, S.A. de C.V. ISBN: 978-607-97056-7-1 Reservados todos los derechos. Queda prohibida la reproducción o transmisión total o parcial del contenido de la presente obra en cualesquiera formas, sean electrónicas, mecánicas o por fotocopia, sin el consentimiento previo y por escrito de los titulares de los derechos. Impreso en México Printed in Mexico Los capítulos que conforman el presente libro han sido dictaminados por pares académicos en un sistema de doble ciego.

Las sociedades andinas han sido eminentemente culturas orales que han construido el sentido de sus vidas comunitarias en base a la producción de historias cargadas de enseñanzas y advertencias. La circulación de la tradición oral en los pueblos indios ha asegurado la preservación de los fundamentos de su organización y formas de socialización. Sin embargo, la suma de factores adversos presentes desde la conquista hasta la adopción de la modernidad han debilitado el intercambio oral de sentidos al interior de las comunidades.

Frente a tal amenaza, intelectuales indígenas han visto en la interculturalidad la posibilidad de trascender. La convivencia cultural de ninguna manera implica rendirse a la cultura hegemónica, por el contrario, supone la adopción de estrategias que promuevan los valores de las culturas locales sin desatender el avance del pensamiento occidental.

Longtemps marginalisé par la critique, Les Voix de Marrakech est assurément l’un des plus beaux livres d’Elias Canetti, l’un des plus accessibles et fascinants aussi. Né d’un voyage authentique entrepris en 1954, ce bref et dense récit offre un saisissant portrait de la ville marocaine, ainsi qu’une véritable introduction à l’univers et à la pensée du Prix Nobel de littérature. Dans la mesure où Canetti, cet auteur interculturel par excellence, a défini l’écrivain comme « gardien des métamorphoses », son livre sur Marrakech peut se lire comme un véritable tableau de métamorphoses interculturelles illustrant un sentiment à la fois de dépaysement et de proximité face à la ville marocaine et ses habitants.
Fruit d’un long travail de recherche, cette étude est la première à proposer une analyse intégrale de ce récit de voyage d’un genre particulier. En se référant au texte original aussi bien qu’à la traduction française, elle se destine à tout étudiant, enseignant ou chercheur souhaitant entreprendre une lecture approfondie de l’œuvre.

This paper aims at reviewing the content of Buen vivir as an emergent discourse within the “gravitational field” of sustainable development: its genesis, its foundations and its singularity. First, we consider the criticisms to the development discourse and to its direct descendant: sustainable development. Next, we review the position of Latin America in the global discursive field of sustainable development and the situation of Buen vivir facing the debates therein. Drawing on the traditional repository of the aboriginal cultures of the continent, this new discourse has been theorized in the academic sphere and translated into normative principles that have permeated the political sphere, which is especially visible in the cases of Ecuador and Bolivia. In this article we refer to “Buen vivir” as the contemporary reelaboration of the quechua concept Sumak Kawsay, and other similar concepts from other indigenous nations. It includes both the idea of interdependence between society and its natural environment, as well as a conception of the universal as plural. Lastly, beyond its implications for environmental debate, Buen vivir also involves an imperative for the redefinition of relations between the citizenry, the state and the market.

In the 21stcentury, business engagements are becoming increasingly global, and global teams are now an established form of organising work in multinational organisations. As a result, managing cultural diversity within a global team has become an essential part of ensuring motivation, creativity, innovation and efficiency in today’s business world.



Global teams are typically composed of a diversity of experiences, frames of references, competencies, information and, not least, cultural backgrounds. As such, they hold a unique potential for delivering high performance in terms of innovative and creative approaches to global management tasks; however, instead of focusing on the potentials of cultural diversity, practitioners and studies of global teams tend to approach cultural diversity as a barrier to team success. This study explores some of the barriers that cultural diversity poses but also discusses its potential to leverage high performance in a global context.



Our study highlights the importance of how team leaders and team members perceive ‘culture’ as both a concept and a social practice. We take issue with a notion of culture as a relatively fixed and homogeneous set of values, norms and attitudes shared by people of national communities; it is such a notion of culture that tends to underlie understandings that highlight the irreconcilability of cultural differences.



Applying a more dynamic and context-dependent approach to culture as a meaning system that people negotiate and use to interpret the world, this study explores how global leadership teams can best reap the benefits of cultural diversity in relation to specific challenging areas of intercultural team work, such as leadership style, decision making, relationship building, strategy process, and communication styles.



Based on a close textual interpretation of31 semi-structured interviews with members of global leadership teams in eight Danish-owned global companies, our study identified different discourses and perceptions of culture and cultural diversity. For leaders of the global leadership teams (Danish/European) and other European team members, three understandings of cultural diversity in their global teams were prominent:

1)    Cultural diversity was not an issue

2)  Cultural diversity was acknowledged as mainly a liability. Diversities were expressed through a difference in national cultures and could typically be subsumed under a relatively fixed number of invariable and distinct characteristics.

3)  Cultural diversity was an asset and expressions of culture had to be observed in the situation and could not simply be derived from prior understandings of cultural differences.

A clear result of our study was that those leaders of global teams who drew on discourses of the Asian ‘Other’ adherred to the first two understandings of cultural diversity and preferred leadership styles that were either patriarchal or self-defined as ‘Scandinavian’. Whereas those leaders who drew on discourses of culture as dynamic and negotiated social practices adhered to the third understanding of cultural diversity and preferred a differentiated and analytical approach to leading their teams.

We also focused on the perceptions of team members with a background in the country in which the global teams were co-located. These ‘local’ team members expressed a nuanced and multifaceted perspective on their own cultural background, the national culture of the company, and their own position within the team, which enabled them to easily navigate between essentialist perceptions of culture while maintaining a critical stance on the existing cultural hegemonies. They recognised the value of their local knowledge and language proficiency, but, for those local members in teams with a negative or essentialist view of cultural diversity, it was difficult to obtain recognition of their cultural styles and specific, non-local competences.

Our study suggests that the way global team members perceive culture, based on dominant societal discourses of culture, significantly affects the understandings of roles and positions in global leadership teams. We found that discourses on culture were used to explain differences and similarities between team members, which profoundly affected the social practices and dynamics of the global team. We conclude that only global teams with team leaders who are highly aware of the multiple perspectives at play in different contexts within the team hold the capacity to be alert to cultural diversity and to demonstrate agility in leveraging differences and similarities into inclusive and dynamic team practices.

I´ve tried to make a genealogy of Appadurai´s transcultural landscapes including a Latin American perspective from Silviano Santiago´s inbetween space, Canclini´s interculturality among others so that I could read Wong Kar Wai´s Happy under a comparative perspective and outside a national perspective

Se reporta el análisis de un estado de conocimiento respecto de algunas significaciones de la interculturalidad. Éstas se pusieron en diálogo con tres herramientas de intelección provenientes del Análisis Político de Discurso: puntos nodales, juegos del lenguaje y relaciones de poder. Se reconoce que, a pesar de la diversidad de trabajos académicos, la intercultu-ralidad tiene un fuerte arraigo en el diálogo, respeto y comunicación entre los sectores denominados indígenas y no indígenas.

This is the first English translation of “Sur l’Indochine,” which was published in the February 1946 issue of Les Temps Modernes. While situated in a particular context and treating a specific issue, this essay offers one of the first sustained phenomenological reflections on interculturality and decolonization.

Nel Laboratorio di Epistemologia della Formazione, presso l’Università di Ferrara, qualche tempo abbiamo iniziato a studiare diverse etnie latino-americane dal punto di vista della cosmovisione, dei miti e dei rituali che conformano, anche nel presente, l'identità, la conoscenza e la cultura educativa. In questo caso ci siamo occupati, in modo specifico, dei saperi legati alla medicina tradizionale, cercando di rispondere alle seguenti domande: quali sono i principi, i metodi, i valori e gli strumenti dei saperi curativi tradizionali? Su quale epistemologia si basano? Come li riproducono i suoi interpreti? E, infine: è possibile stabilire un dialogo con la medicina occidentale moderna? I contributi raccolti in questo volume, si basano su una ricerca ampia, che include il lavoro di campo realizzato tra il Messico, il Guatemala e l'Ecuador, e un'indagine di matrice storico-antropologica sulla medicina orientale e occidentale. Il volume è rivolto a studenti e ricercatori in ambito medico ed educativo, e a tutti coloro che sono interessati ad avvicinarsi allo studio delle culture tradizionali ancora presenti nella contemporaneità.

El libro que el lector tiene en sus manos, El arte en la era de lo global (1989-2015) segunda parte  de la cartografía iniciada  en  El arte último del siglo XX,  escanea el período que abarca entre 1989,  año  de la exposición Magiciens de la Terre, y 2014, año en el que el el Centre Georges Pompidou presentó  una recreación documental de la misma.  Un período de flujos cambiantes y categorías mezcladas dominado por la capacidad creativa de la interacción y del diálogo, por una economía agónica que puso en entredicho el desarrollo sustentado en el crecimiento continuo, o por una pospolítica que generó, y está generando, utopías de no-fronteras al tiempo que provoca radicales procesos de carácter religioso y territorial.

El arte en la era de lo global transita pues del análisis crítico del arte contemporáneo transnacional  al global. La nueva cartografía de ese arte global múltiple y , por serlo,  paradójico que aglutina tanto discursos teóricos o curatoriales como prácticas  creativas se  estructura en cuatro secciones: la primera se interesa por los  códigos de lo global, la segunda por  sus teorías y discursos,  la tercera analiza sus exposiciones y  la cuarta  desarrolla los giros de lo global en la práctica artística.

Anna Maria Guasch es catedrática de Historia del Arte Contemporáneo en la Universidad de Barcelona. Directora de la publicación Revista de Estudios Culturales y Arte Contemporáneo, ha publicado numerosos libros y ensayos sobre arte actual. Dirige distintos proyectos de investigación en el marco entre arte y globalización.

El presente trabajo analiza la importancia del servicio de traducción e interpretación en las negociaciones internacionales por parte de las empresas ecuatorianas exportadoras, considerando
que en la actualidad existe un mayor interés por parte de los productores locales por captar un porcentaje de mercado en Asia. De acuerdo a este hecho uno de los aspectos importantes es
el papel del traductor y del intérprete en la comunicación con los importadores. Sin embargo, las empresas del sector cacaotero no cuentan con un departamento de traducción e interpretación
(T&I), o no manejan adecuadamente el idioma inglés. Para llevar a cabo el trabajo se utilizó una investigación cualitativa, para lo cual fue necesario realizar entrevistas a varios actores de este
sector económico.

Sometimes the celebration of an event becomes an event that in turn becomes a cause for celebration that overlaps the first. The article draws attention to that first event, pointing out its planetary effects as inadvertent ways of celebrating it.
En ocasiones la celebración de un acontecimiento se convierte en acontecimiento que a su vez se torna motivo de celebración que se superpone a la primera. El artículo llama la atención sobre aquel primer suceso señalando sus efectos planetarios en tanto formas inadvertidas de celebrarlo.

Communication, which has always been one of the basic elements of life, is becoming more and more intercultural in today’s world. People are not only transferring goods and technology among nations; they are also transferring their thoughts, ideas, and cultures. As this flow of communication among nations becomes common, intercultural communication problems, which can be called intercultural miscommunication, is becoming common as well. This paper investigates possible reasons for miscommunication among people from different cultures. Twenty-two participants from different nationalities took part in the study, and shared their intercultural miscommunication experiences. The researchers analyzed these miscommunication experiences by classifying them according to the categories suggested in the literature and the categories the researchers themselves suggested. The participants’ feelings and thought about their miscommunication experiences were also investigated. This study showed tha...

Resumen
El Trabajo Social Comunitario, que había dejado de lado su labor de organización y desarrollo social de las comunidades, reaparece como un enfoque complementario, técnicamente viable y éticamente necesario, como respuesta a la mercantilización de lo social, en un escenario global de políticas sociales de austeridad que priorizan un trabajo social exclusivamente individual y asistencial. Frente a las políticas neoliberales que priman la responsabilización del individuo, culpabilizándolo por su exclusión, el Trabajo Social está apostando, como vía complementaria de actuación y de posicionamiento ético, por una nueva dimensión comunitaria que exige una renovación metodológica y que necesita de nuevas competencias profesionales. Mediante un análisis comparativo de cuatro experiencias de intervención, señalamos al Trabajo Social Comunitario como una herramienta para la generación de políticas públicas capaces de recuperar derechos sociales, y de ofrecer un modelo de gestión más eficaz, eficiente y sostenible. Las intervenciones comunitarias analizadas, concluimos, eluden la competencia entre los actores de lo social; favorecen una comunicación fluida entre administradores políticos, recursos técnico-profesionales y ciudadanía; e incorporan la evaluación y la sistematización de la práctica profesional, contribuyendo a una mayor cohesión social, mediante la reflexión colectiva y solidaria sobre soluciones comunes.
Abstract
The Community Social Work, having left aside its fundamental role in the organization and social development of communities, reappears as a complementary approach, technically viable and ethically necessary, thus giving response to the commercialization of The Social, in a global scenario of Social Policies based on austerity, which prioritize an exclusively individual and care oriented Social Work. Contrary to the neoliberal policies focussing on the responsibility of the individual in his-her own exclusion, Social Work is betting, as a complementary way of acting and ethical positioning, for a new community dimension. This demands a methodological renewal thus requiring new professional skills. Based on a comparative analysis, we consider Community Social Work the right tool so as to generate Public Policies capable not only of recovering social rights but also offering a more effective, efficient and sustainable management model. We conclude that the analysed community-oriented interventions are bypassing competition among social actors, favouring a fluid communication involving political administrators, technical-professional resources and citizenship. Furthermore, they incorporate the evaluation and systematization of professional practice, thus contributing to a greater social cohesion, as well as to a collective and joint reflection on common solutions.