Critical Intercultural Dialogue

Recommended Prerequisites

Not applicable.

Teaching Methods

Theoretical and empirical emphases are to be fostered via participatory and dialogical approaches during and beyond classes, students are expected to contribute with two main interventions:

A presentation of a selected text previously agreed with one of the professors;

A final presentation of an individual or group work based on research on a topic or case-study preventively agreed with one of the professors.

The B-learning structure of the course provides for six lectures with a duration of three hours each plus eight virtual sessions via moodle/skype that include tutoring along the semester.

Learning Outcomes

After successfully completing this course, students will be able to:

•Discuss a set of concepts, theories and principles related to various aspects of intercultural dialogue;

• Identify historical, social and epistemological elements necessary for the structuring of a critical intercultural dialogue;

• Understand the impact of colonialism and neoliberal globalization on intercultural dialogue;

• Relate postcolonial and decolonial literature with intercultural dialogue;

• Engage with intercultural dialogue through a critical approach that overcomes limited cultural perspectives and exclusive multicultural trajectories;

• Carry out empirical projects focusing on intercultural dialogue;

• Implement reflective and critical skills with regard to heritage analysis  as well as to artistic and cultural projects.

Work Placement(s)

No

Syllabus

This course addresses the study of intercultural dialogue from a critical and postcolonial perspective and with a participatory approach. It focuses on the contextualized understanding of cultures and on the relationship between cultures in different socio-political contexts combining theoretical approaches with empirical analyses of cultural and artistic objects as well as action-research practices.

The content is divided in three main components:

• Discussion of conceptual and linguistic complexities in the field of intercultural dialogue and of  “intercultural responsibility”;

• Understanding of intercultural citizenship through the analysis of action-research models of academic engagement with artistic projects;

• Elaboration on the postcolonial intercultural perceptions of heritage as a contact zone between cultures and worldview.

Students are invited to analyze case studies of their interest in order to produce relevant and compelling micro-research activities.

Head Lecturer(s)

Cristiano Gianolla

Assessment Methods

Continuous assessment
Evaluation:periodic or by final exam as given in the course information): 100.0%

Bibliography

Carvalho, Claudia P (2017).Community intervention in urban areas:A youth driven initiative In Action Research,1-15

Carvalho,Cláudia Pato de(2013). Citizenship and the artistic practice: artistic practices and their social role. In Nancy Duxbury (org.), Animation of Public space through the arts Towards more sustainable communities. Almedina,293-315

Guilherme.M.(2017) ‘Glocal languages’:The ‘globalness’ and the ‘localness’ of world languages.In S.Coffey and U. Wingate(eds.)New Directions for Research in Foreign Language Education, Routledge,79-96

Guilherme,M. & Dietz,G.(2015). Difference in Diversity:Multiple perspectives on multi-, inter-, and trans-cultural conceptual complexities. Journal of Multicultural Discourses10:1, 1-21

Santos,Boaventura de Sousa.2014.Epistemologies of the South:Justice Against Epistemicide Paradigm Publishers

Waterton,Emma and Steve Watson,eds.(2015).The Palgrave Handbook of Contemporary Heritage Research.Pagrave