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Intercultural Dialogue and Multi-level Governance in Europe

A Human Rights Based Approach


Edited By Léonce Bekemans

This book offers an interdisciplinary and in-depth analysis of the relationship between intercultural dialogue and multi-level governance, seen from a human rights-based perspective. It brings together papers that were originally presented at international workshops organised by the Jean Monnet Centre of Excellence of the University of Padua in 2010-2011 with some additional contributions. The authors deal with a broad and diversified framework of concepts, policy approaches and linkages between multi-level governance and intercultural dialogue, particularly in the fields of education and civil society participation. The volume follows a multi-disciplinary approach and presents these readings and reflections for an audience of scholars, as well as individuals and organisations interested in issues around human rights, governance, education and civil society. Its innovative approach addresses the complex issues of today’s societies, which are in need of sustainable, coherent and responsible answers at both the conceptual and the policy level.
In short, the book proposes a reading of interconnecting trajectories from governance building, education and civil society to intercultural dialogue in Europe. It is grounded in a human rights perspective and responds to the need for a policy-oriented but value-driven European future.


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PART III EDUCATION TO INTERCULTURAL DIALOGUE 325 Introduction Léonce BEKEMANS Part III deals with education to intercultural dialogue. The papers presented in this third part concern the analysis and assessments of educational spaces and learning practices of intercultural dialogue in an interdependent world. The intercultural dialogue is set within a dialogues’ framework, in which education to intercultural dialogue, being integral part of civic education and set in a lifelong learning perspective, is said to be of utmost importance. Various aspects and levels of learning are analysed, i.e. the crucial role of education, the importance of stakeholders at various levels active in intercultural dialogue and, finally, the learning tools to intercultural dialogue. Subsections deal with general perspectives and challenges, institutional approaches and case studies of educational and intercultural practices in Europe, including the Euro-Mediterranean area. In Subsection I dealing with perspectives and challenges of education to intercultural dialogue, three contributions are presented. Enrique Banús, president of ECSA-World, introduces from a rather unusual but innovating perspective the theme of “Education to Intercultural Dialogue.” Following the recommendations by the Scientific Committee of the Symposium “Intercultural Dialogue” organised by the European Commission in 2002, Banús argues that true intercultural dialogue includes education for daily life, implying a change of paradigm in education to intercultural dialogue. He also puts high importance to educational and pedagogical practices to transmit knowledge of the European common cultural heritage, in particular by story-telling. The next contribution reasons along the same lines. Gabriel Fragnière, former rector...

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